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CLASSROOM MANAGEMENT IN THE INTEGRATED
THEMATIC LEARNING AT CLASS 3 OF IDAYU 1 DIFABLE
PRIMARY SCHOOL OF MALANG.
THESIS
Written by:
HANAN
NIM 13140078
ISLAMIC PRIMARY TEACHER EDUCATION DEPARTMENT
FACULTY OFTARBIYAH AND TEACHER TRAINING
MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY
MAY, 2017
i
CLASSROOM MANAGEMENTIN THE INTEGRATED THEMATIC LEARNING
AT CLASS 3 OF IDAYU 1 DIFABLE PRIMARY SCHOOL OF MALANG.
THESIS
Presented To Faculty of Education And Teacher Training
Maulana Malik Ibrahim State Islamic University Malang
In Partial Fulfillment the Requirements for
The Degree Of Sarjana Pendidikan Guru Madrasah Ibtidaiyah (S.Pd)
Written by:
HANAN
NIM 13140078
ISLAMIC PRIMARY TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY
MAY, 2017
ii
iii
iv
DEDICATION
This Thesis Is Dedicated To
Allah SWT, For give me a chance to live with the sweetness of education
Abah and Ummi, for everything you have done for me. I forever thank you
All of Saed Alsawyed family member,
because all of you,i know how warm family is.
Ahmad Dliya Almunabbih, who always be there anytime i needed help
Thanks for Gus and Ning LKP2M,
for give chance to learn anything more and more
v
MOTTO
This nature would teach what you need to learn, if you are open to listening.
And you need to face your fears, You can’t expect with your future enemies if you
still fighting the old one.
That fight is over
Release the fear
(Toph Beifong)
vi
Dr. Muhammad Walid, MA
Lecturer Faculty of Education and Teacher Training
Maulana Malik Ibrahim State Islamic University, Malang
OFFICE MEMO OF ADVISOR
Subject : Hanan
Attachment : 4 (Four) Exemplares
Malang, March 27th,
2017
To Whom it May Concern,
Dean Faculty Of Education and Teacher Training
Maulana Malik Ibrahim State Islamic University, Malang
In
Malang
Assalamu’alaikum Wr. Wb
This office memo declares that skripsi originally owned by:
Name : Hanan
NIM : 13140078
Study
Program
: Islamic Primary Teacher Education Department
(PGMI)
Title of
Skripsi
: Classroom Management In The Integrated Thematic
Learning At Class 3 of Idayu 1 Difable Primary
School of Malang.
Is considered acceptable to be defended after being intensively read and
regularly consulted in the area of research content, language, and writing
composition.
Wassalamu’alaikum Wr.Wb
Advisor,
Dr. Muhammad Walid, MA
NIP. 197308232000031002
vii
viii
PREFACE
Bismillahirrahmanirrahim
All praises to be Allah the most gracious and most merciful, the lord
in this universe. Thanks to Allah because all blessing and guidance, so writer is
able to finish this thesis entitled “Classroom Management In The Integrated
Thematic Learning At Class 3 Of Idayu 1 Difable Primary School Of Malang”
as the final instruction activities on the Maulana Malik Ibrahim State Islamic
University Malang.
Shalawat and salam always be presented to our prophet Muhammad
saw who has guidance us from the darkness to the lightness in this world and
who can give the blessing for us in the hereafter. This thesis is written to
submitted as a part of requirement for obtaining bachelor degree in islamic
primary teacher education program, tarbiyah and teacher training faculty at
maulana malik ibrahim state islamic university malang would not have been
completed without the contributions and support from many people.
Thus, i want express my deepest gratitude to my advisor Muhammad
Walid, M.A who has given me this valuable guidance, inspiration and
patience, which finally lead me to finish the process of research proposal
writing. And i also want to express my sincerely thanks to:
1. My beloved parents, who endless love me
2. Prof. Dr. Mudjia Raharjo M.si as the rector of Maulana Malik Ibrahim
State Islamic University Malang
3. Dr. H.Nur Ali as the dean of Tarbiyah and Teacher Training Faculty
ix
4. Dr. M. Walid, M.A as my thesis advisor
5. All of my lecturers in islamic primary teacher education
6. Head master of Difable Primary School Idayu 1 Malang.
Finally researcher hopes this research proposal will be useful. This
constructive critism and also the suggestion are expected from the readers.
Malang, April 25th
2017
Writer
x
ARABIC TRANSLITERATION GUIDANCE
Penulisan transliterasi Arab-latin dalam skripsi ini menggunakan pedoman
transliterasi berdasarkan keputusan bersama Menteri Agama RI dan Menteri
Pendidikan dan Kebudayaan RI no.158 tahun 1987 dan no. 0543/U/1987 yang
secara garis besar dapat diuraikan sebagai berikut:
A. Huruf
q = ق z = ز a = ا
k = ك s = س b = ب
l = ل sy = ش t = ت
m = م sh = ص ts = ث
n = ن dl = ض j = ج
w = و th = ط h = ح
h = ھ zh = ظ kh = خ
, = ء ‘ = ع d = د
y = ي gh = غ dz = ذ
f = ف r = ر
B. Vocal Panjang C. Vokal Diftong
Vokal (a) panjang= ٲو = aw
Vokal (i) panjang= î ٲي = ay
Vokal (u) panjang= û او = û
î = اي
xi
TABLE LIST
2.1 Research Roadmap .................................................................................... 31
4.1 Student Activities Unit .............................................................................. 44
4.2 Infrasctucture ............................................................................................. 45
4.3 Explanation Of Picture’s Colour ............................................................... 49
4.4 Obstruction Of Physical Classroom Management .................................... 55
4.5 Total Of Learners At Class 3 .................................................................... 57
4.6 Learner’s Disability Category .................................................................... 57
4.7 Obstruction Of Soico-Emotional Classroom Management ...................... 64
4.8 Lesson Schedule ....................................................................................... 66
4.9 Obstruction Of Organizational Classroom Management .......................... 71
xii
TABLE OF PICTURE
4.1 School Yard Of Idayu 1 Difable Primary School ..................................... 41
4.2 Layout of Seating ....................................................................................... 49
4.3 Management physic classroom .................................................................. 53
4.4 Social Condition When Rest Time ........................................................... 63
4.5 Learners Doing Music Extracurricular ...................................................... 68
xiii
TABLE OF APPENDIX
Appendix 1 : Certificate Of Research ............................................................... 98
Appendix 1I : Identityof Learners ...................................................................... 99
Appendix 1II : Identity Of School Principal And Integrated Thematic Teacher 101
Appendix 1V : Transcript Of Interview With Teacher Class 3 ........................... 102
Appendix V : Transcript Of Interview With Integrated Thematic Teacher ...... 107
Appendix V1 : Transcript Of Interview With Learners ...................................... 111
Appendix VII : Transcript Of Interview With School Principal .......................... 115
Appendix VIII : Transcript Of Interview With School Principal (Part 2) ............. 118
Appendix IX : Documentation ............................................................................ 120
xiv
TABLE OF CONTENT
Research cover .................................................................................................
Inside research cover ........................................................................................ i
Approval sheet ................................................................................................ ii
Legitimation sheet ........................................................................................... iii
Dedication sheet .............................................................................................. iv
Motto ............................................................................................................... v
Advisor official note ....................................................................................... vi
Certificate of skripsi authorship ....................................................................... vii
Preface .............................................................................................................. viii
Arabic Transliteration Guidance ...................................................................... x
Table list ........................................................................................................... xi
Table of picture ................................................................................................ xii
Table of appendix ............................................................................................ xiii
Table of content................................................................................................ xiv
Abstract ............................................................................................................ xvii
CHAPTER 1 INTRODUCTION
A. Background of the research .................................................................. 1
B. Focus of the research ............................................................................ 6
C. Objectives of the research .................................................................... 6
D. Significance of the research ................................................................. 7
E. Previous research ................................................................................. 8
F. Definition of key term .......................................................................... 11
G. Composition of the research ................................................................ 12
CHAPTER II REVIEW OF LITERATURE
A. Review of related literature .................................................................. 14
1. Management Classroom ................................................................. 14
a. Definition of management class ............................................... 14
b. Purpose of classroom management .......................................... 17
c. Principles of classroom management ....................................... 18
xv
d. Aspects of classroom management .......................................... 20
2. Integrated Thematic learning ......................................................... 25
a. Definition of integrated learning .............................................. 25
b. Definition of thematic learning ................................................ 25
c. Definition of integrated thematic learning ............................... 26
3. Difable Child .................................................................................. 28
B. Research roadmap ................................................................................ 29
CHAPTER III RESERACH METHOD
A. Approach and research design .............................................................. 32
B. Attendance ............................................................................................ 33
C. Setting ................................................................................................... 33
D. Dataanddata source .............................................................................. 34
E. Data collection technique ..................................................................... 35
F. Data analysis ........................................................................................ 37
G. Checking the ability of data ................................................................. 38
H. Procedure of the research ..................................................................... 38
CHAPTER IV EXPOSURE DATA AND RESEARCH FINDING
1. General describe of research object...................................................... 40
2. Exposure data and research finding...................................................... 46
1. The physical management of class in the integrated thematic
learning at Class 3 of Idayu 1 Difable Primary School
ofMalang ....................................................................................... 46
2. The socio-emotional management of class in the integrated
thematiclearning at Class 3 of Idayu 1 Difable Primary School
of Malang ...................................................................................... 56
3. The organizational management of class in the integrated
thematic learning at Class 3 of Idayu 1 Difable Primary School
of Malang ...................................................................................... 65
CHAPTER V DISCUSSIONS
A. The physical management of class in the integrated thematic
learning at Class 3 of Idayu 1 Difable Primary School
xvi
of Malang ............................................................................................. 73
B. The socio-emotional management of class in the integrated thematic
learning at Class 3 of Idayu 1 Difable Primary School
of Malang ............................................................................................. 77
C. The organizational management of class in the integrated thematic
learning at Class 3 of Idayu 1 Difable Primary School
of Malang ............................................................................................. 82
CHAPTER VI CLOSING
A. Conclusions ......................................................................................... 90
B. Suggestions ......................................................................................... 91
References ....................................................................................................... 93
Student Biodata ............................................................................................... 96
Appendix .......................................................................................................... 97
xvii
ABSTRAK
Hanan, 2017. Pengelolaan Kelas Dalam Pembelajaran Tematik Terpadu Di SDLB
Idayu 1 Malang, Skripsi, Program Studi Pendidikan Guru Madrasah
Ibtidaiyah, Universitas Islam Negeri Maulana Malik Ibrahim Malang.
Pembimbing: Dr. Muhammad Walid,M.A
Kata Kunci: Pengelolaan Kelas, Pembelajaran Tematik Terpadu
Keberhasilan proses pembelajaran di kelas tidak terlepas dari pengelolaan
kelas yang baik. Pengelolaan kelas dapat menciptakan suasana belajar yang
bergairah, memotivasi siswa dan menghindari adanya hambatan dalam proses
pembelajaran. Pembelajaran tematik terpadu menggabungkan beberapa mata
pelajaran yang berkorelasi ke dalam sebuah tema memerlukan pengelolaan kelas
yang baik agar dalam proses pembelajarannya peserta didik yang memiliki
disabilitas dapat dengan mudah menerima pembelajaran dan mampu memberikan
pengalaman langsung kepada peserta didik tersebut.
Adapun, tujuan penelitian ini pertama, untuk mendeskripsikan dan
menganalisis pengelolaan fisik kelas dalam Pembelajaran tematik terpadu di kelas
3 SDLB Idayu 1, Malang. Kedua, untuk mengetahui pengelolaan sosio-emosional
kelas dalam pembelajaran tematik terpadu di kelas 3 SDLB Idayu 1, Malang.
Ketiga, untuk mengetahui pengelolaan organisasional kelas dalam pembelajaran
tematik terpadu di kelas 3 SDLB Idayu 1, Malang.
Dalam penelitian ini peneliti menggunakan pendekatan deskriptif
kualitatif. Pengumpulan data dilakukan dengan wawancara, observasi non
partisipan dan dokumentasi. Adapun informan penelitian ini adalah kepala
sekolah, guru mata pelajaran tematik terpadu, guru kelas 3 dan siswa kelas 3 di
SDLB Idayu 1 Malang. Setelah data di peroleh, kemudian di analisis dengan
mereduksi data, menyajikan data dan memverifikasi atau menarik kesimpulan.
Dalam penelitian ini, peneliti menemukan beberapa temuan pengelolaan
kelas dalam pembelajaran tematik terpadu, yaitu: (1) pengelolaan fisik kelas
dalam pembelajaran tematik terpadu di SDLB Idayu 1 Malang terdiri dari
pengelolaan ruang kelas, tata letak tempat duduk, media dan sumber pembelajaran
(2) pengelolaan sosio-emosional kelas dalam pembelajaran tematik terpadu di
SDLB Idayu 1 Malang terdiri dari interaksi aktif antara guru dengan siswa dan
siswa dengan siswa (3) pengelolaan organisasional kelas di SDLB Idayu 1
Malang terdiri dari pengelolaan organisasional dalam pembelajaran tematik
terpadu dan pengelolaan organisasional umum kelas.
xviii
ABSTRACT
Hanan, 2017. The Classroom Management in the Integrated Thematic Learning
At Class 3 ofIdayu 1 Difable Primary School of Malang, Skripsi, Islamic
Primary Teacher Education Program, Maulana Malik Ibrahim State
Islamic University of Malang. Advisor: Dr. Muhammad Walid,M.A
Key Words: The Classroom Management,Integrated Thematic Learning
The success of learning process in classroom is inseparable from good
classroom management. Classroom management can create an atmosphere of
learning who is passionate, motivating students and avoid obstacles in the process
of learning. Integrated thematic learning which combine several subjects that
correlate into a theme requires a good classroom management so that in the
process of the lesson learners who have disability can easily accept learning and
able to provide hands-on experience to learners.
The objectives of this research, first, To explain the physical management
of class in the integrated thematic learning at Class 3 of Idayu 1 Difable Primary
School of Malang. Second, To explain the socio-emotional management of class
in the integrated thematic learning at Class 3 of Idayu 1 Difable Primary School of
Malang. Third, To explain the organizational management of class in the
integrated thematic learning at Class 3 of Idayu 1 Difable Primary School of
Malang.
In this study the researcher used a descriptive qualitative approach. Data
collection is by nonparticipant observation, interview and documentation. As the
informant of this research is the principle school, integrated thematic tecaher,
teacher of class 3 and learners at class 3 in Idayu 1 difableprimary school of
Malang. After the data is obtained, then be analysis with the reduction of data,
presenting data and verify or draw conclusions.
In this study, researcher found a few findings of classroom management in
integrated thematic learning, they are: (1) physical management class in
integrated thematic learning in Idayu 1 difable primary school of Malang consists
of management classroom, the seating layout, decorating classroom, setting of
window and ventilation, media and learning resources. (2) socio-emotional
management in integrated thematic learning in Idayu 1 difable primary school of
Malang consists of active interaction between teacher with leraners and between
the learner. (3) organizational management class in integrated thematic learning
in Idayu 1 difable primary school of Malang consists of organizational
management in integrated thematic learning and general organizational
management class.
xix
خلاصة
0. إدازة الفصىل الدزاشيت في المخكاملت للخعلم المىاضيعي في شدلب إيدايى 7102خىان،
مالك إبساهيم هم، الأطسخت، كصم حعليم المدزشين الابخدائيت، جامعت مىلاها لاما
مالاهم. المشسف: د. مدمد وليد، الماجصخير
________________________________________________________________________
الكلماث السئيصيت: إدازة الفصىل الدزاشيت، المخكاملت للخعلم المىاضيعي
م في لا يمك بغض الىظس ع إدازة الفصىل الدزاشيت وهجاح عمليت الخعل
الفصىل الدزاشيت. فخمك إدازة الفصىل الدزاشيت أن ججعل جىا عاطفيا، ودافعا
للطلاب، ومخجاهبا ع العلباث في حعلمهم. والمخكاملت للخعلم المىاضيعي ججمع بعض
المىاد الدزاشيت التي جسجبط إلى مىضىع مخصىص جطلبا إلى إدازة الفصىل الدزاشيت
في دزاشتهم يلدزون في عمليت الخعلم، ويصدون الخبرة الجيدة، خيث الطلاب العاجزون
في أهفصهم.
، للىصف وجدليل الفصل بالإدازة ويهدف هرا البدث إلي أغساص معيىت، أولا
هم. وثاهيا، لمعسفت لاما 0شدلب إيدايى 3الماديت في المخكاملت للخعلم المىاضيعي الصف
0شدلب إيدايى 3علم المىاضيعي الصف إدازة الخعلم الاجخماعي العاطفي في المخكاملت للخ
3مالاهم. ثالثا، لمعسفت إدازة الخعلم الخىظيمي في المخكاملت للخعلم المىاضيعي الصف
هم.لاما 0شدلب إيدايى
كيفيا وصفيا. أما طسق جمع البياهاث واشخخدمت الباخثت في هرا البدث ههجا
وأما المخبر هى زئيض المدزشت، والمدزس بطسيلت الملاخظت غير المشازكت، والملابلت والىثائم.
0والطلاب فيه شدلب إيدايى 3في المخكاملت للخعلم المىاضيعي، والمعلم في الصف
هم. فبعدما جمعت الباخثت البياهاث المدصىلت عليها، ثم جدللها بخدديد البياهاث، لاما
وحعسيض البياهاث والخدلم أو اشخخلاص الىخائج.
البدث الىخائج التي جىصلت إليها إدازة الفصىل الدزاشيت فىالت الباخثت في هرا
( الإدازة الماديت في المخكاملت للخعلم المىاضيعي 0في المخكاملت للخعلم المىاضيعي، ألا وهي: )
هم، التي جخكىن ع إدازة الفصىل الدزاشيت، وجخطيط لاما 0شدلب إيدايى 3الصف
ازة الاجخماعي العاطفي في المخكاملت للخعلم ( وإد7الجلىس، ووشائل الخعليم الإعلاميت )
هم، التي جخكىن ع الخفاعل اليشط بين لاما 0شدلب إيدايى 3المىاضيعي الصف
( وإدازة الفصل الخىظيميت في المخكاملت 3المعلمين مع الطلاب والطلاب مع الطلاب )
الخىظيميت هم، التي جخكىن م الإدازة لاما 0شدلب إيدايى 3للخعلم المىاضيعي الصف
في المخكاملت للخعلم المىاضيعي والإدازة الخىظيميت العامت.
1
CHAPTER 1
INTRODUCTION
A. Background of The Research
Humans and education are inseparable because education is one of
the most important things for human beings to achieve success as human
nature which provided resourceful and cerebration. Education is the key
to improving and developing the quality of human resources.
Education is a planned and conscious effort to bring an atmosphere
of learning and the learning process so that learners are actively
developing the potential for learner s to have a religious, spiritual power of
self-control, personality, intelligence, morals, as well as the necessary
skills themselves, the community, the nation and the State.1
Education is one of the efforts for the development of human
resources in particular formal education. The renewal of education
expected on increasing human dignity, quality of human resources and the
expansion and improvement of equitable education. In addition to
education it is also the process of increase intelligent of the nation aimed
at Nations Indonesia which pious to God Almighty.
According to the word of God Almighty in Q.S Al Mujadalah
verse 11 which clarifies that God will exalt those who have faith and
science. Therefore, all people be entitled to get education without
exception and discrimination (education for all).
1 Law No. 20 Year 2003 About National Education System
2
حىا في فسم ج
ك
ا كيل ل
آمىىا إذ ري
ها ال ي
م يا أ
ك
ه ل
سحىا يفسح الل
اف
جالض ف
الم
م عل
ىا ال
وج
أ ري
م وال
آمىىا مىك ري
ه ال
ع الل
زوا يسف
ش
او
زوا ف
ش
ا كيل او
وإذ
بير ىن خ
عمل
ه بما ح
دزجاث والل
Meaning: o you have believed, when you are told, “space yourselves” in
assemblies, then make space; Allah will make space for you. And when
you are told, “arise” then arise; Allah will raise those who were given
knowledge, by degrees. And Allah is acquainted with what you do2.
Curriculum that applies today in Indonesia is 2013. One of the
approaches used in the curriculum of 2013 is the approach integrated
thematic learning. Thematic learning integrated approach is learning that
involves some subjects by intentionally hooking some aspects in intra
school subjects. With its mix, learners will gain knowledge skills intact so
that learning becomes meaningful for learners.
Despite the assurance of education for persons with disability is
already set in law No. 8 year 2016, in fact the amount of difable schools
scattered in Indonesia only 1962 schools or less than 1% of the amount
schools in Indonesia which are totaling 267.153 schools.3
With the difable school affairs only 521 around 26.55% of all
difable schools in Indonesia. However, the people of Indonesia today show
their sympathy and empathy to difable children to obtain a decent
education as other normal children. it represented from difable private
2 Al Quran dan terjemahannya, (Jakarta: Alfatih, PT. Insan Media Pustaka)
3 Referensi.Data.Kemdikbud.Go.Id/Index11.Php
3
schools amounted to 1441 or about 73.45% in Indonesia. East Java has the
most difable school in Indonesia surpassed 33 other provinces. There
are 65 difable affair schools and 336 difable private school.4
One of the difable private school that existed in East Java, Malang
is difable primary school Idayu, founded in December 2001. In the past 5
years it expanded rapidly and established a branch of the primary difable
school Idayu.1 school located in the city of Malang and more located in
regency of Malang. difable elementary school Idayu 1 addressed in perum
Graha Permata Sulfat kav. 3 JL. Sekayan Bunulrejo Malang. This school
implementing a curriculum of 2013 in learning process and use thematic
integrative approach.
Teacher is the holder of a major role in the learning and teaching
process. The process of teaching and learning is a process that consists of a
series of deeds of teacher and learners or the basis of reciprocal
relationships that take place in educational situations to achieve a
particular learning goals5. The classroom is a learning environment that is
created based on the collective consciousness of a community of learners
that relative has the same purpose.
In the school environment, teachers have a role in determining the
quality and quantity of instruction is executed. The role of the teacher in
classroom management is able to organize and manage class as a learning
4 Catalog Kementerian Pendidikan Dan Kebudayaan, Statistik Sekolah Luar Biasa
(DIFABLE SCHOOL ) Year 2016 5 Ahmad Sabri, Stategi Belajar Mengajar Dan Microteaching (Ciputat : Pt. Ciputat
Press, 2010). Page 65
4
environment. This environment is regulated and supervised which
directional learning activities to the goals of education. Surveillance in
learning process, determine the extent of the learning environment is a
good learning environment.
To create an atmosphere that can foster a passion to learn, enhance
the learning achievements of learners, and teachers give more guidance
and help to learners in learning, need organizing or classroom
management. Classroom management is the skill of the teacher to create a
conducive learning and control it in case of disruptions in learning
process6. Teacher in creating learning conditions expected to be effective
when precisely known factors to support in creation conditions of
learning and knowing the problems which expected to arise that could
damage the learning climate and have skills in managing the class.7
Classroom management is an absolute prerequisite for an effective
teaching and learning process. With the give and preparing conditions for
it, a classroom management refers to the arrangement the people (in this
case especially learners) or facilities. Without management and settings,
the learning process will be interrupted, and teachers should disciplining
and sometimes scold the learners who disturb during learning process.
Classroom management is divided to 3 parts. First, the
management physic class in the form of the physical condition of the place
6 E Mulyasa, Menjadikan Guru Profesional, (Bandung: PT. Remaja Rosdakarya,
2013), Page. 91 7 Martinis Yamin & Maisah, Manajemen Pembelajaran Kelas (Strategi
Meningkatkan Mutu Pembelajaran), (Jakarta: GP Press, 2009), Page. 33
5
during the learning process. Second, the management of socio-emotional
class, which was set up about how the class can be meaningful to good
socializing for individuals and groups. Third, management organizational
class, in the form of the conditioning routine activities in the classroom. so
teachers can create conditions of teaching and learning effectively.
Integrated thematic learning that incorporates several subjects
which correlate into a theme, need classroom management which will
make good learning process and learners can easily accept learning and be
able to get experience.
In good quality of education or learning in difable primary school
the teacher should be professional, qualified and creative improving the
skills of classroom management to make effective teaching and learning.
The thematic learning, there are several related components in its
implementation. These components include the roles of teachers and
learners, classroom management and thematic strategies in learning.
Class is the environment used in learning process. To create the
environment required a Manager. Teachers as managers in learning so that
classroom management is the way teachers to create learning
environments that are discipline.8
Difable primary school Idayu 1 located in Malang is considered
have effective classroom management so as to deliver difable primary
school Idayu1 Malang as one of the best difable primary school in Malang
8 Eggen Jacobsen Dan Kauchak, Methods For Teaching: Metode-Metode Pengajaran
Meningkatkan Belajar Siswa TK-SMA. Terjemahan Fawaid Dan Anam,
(Yogyakarta: Pustaka Pelajar, 2009), Page. 41
6
city. in the learning process, difable primary school Idayu 1 implement
curriculum 2013. Which aimed supporting the objectives of the national
education and equality education for persons with disability.
Based on the above background, the researchers are interested in
researching on Classroom Management In The Integrated Thematic
Learning At Class 3 Of Idayu 1 Difable Primary School Of Malang.
B. Focus of The Research
3. How is the physical management of class in the integrated thematic
learning at Class 3 of Idayu 1 Difable Primary School of Malang?
4. How is the socio-emotional management of class in the integrated
thematic learning at Class 3 of Idayu 1 Difable Primary School of
Malang?
5. How is the organizational management of class in the integrated
thematic learning at Class 3 of Idayu 1 Difable Primary School of
Malang?
C. Objectives of The Research
1. To explain the physical management of class in the integrated thematic
learning at Class 3 of Idayu 1 Difable Primary School of Malang.
2. To explain the socio-emotional management of class in the integrated
thematic learning at Class 3 of Idayu 1 Difable Primary School of
Malang.
7
3. To explain the organizational management of class in the integrated
thematic learning at Class 3 of Idayu 1 Difable Primary School of
Malang.
D. Significance of The Research
This study has theoretical and practical significances. They are:
1. Theoretically
The results of this research expected can give contribution in
developing science. Also increase the ability of researchers in the
scientific paper writing. Theoretically this study expect also can
increase knowledge of education about classroom management in
integrated thematic learning.
2. Practically
The results of this research can be used as input in the
decision-making to consider classroom management in an integrated
thematic learning especially in the grade III of Idayu 1 Difable
primary school of Malang.
For teachers, the results of this research can be used as
material for study for the investigate of self at the same
time to improve teachers self as a professional teacher in an effort
to improve quality as to achieve maximum results in managing
class. This study also expect to know the effectiveness of
classroom management in an integrated thematic learning.
8
E. Previous Research
Research originality describe about the differences between this
research and the other research before. Researcher find out the older
relevant to avoid repeated problem at the same research. Here are some
previous research relating to classroom management:
1. Research of Diana Widyarani, 2011: classroom management Influence
in effective learning on subject IPS at SMP Al Mubarak South Pondok
Aren, (Thesis). (Jakarta: UIN Syarif Hidayatullah). Diana Widyarani
in her research Using quantitative research methods. The focus of the
research is classroom management and effective learning in social
subjects. The results of the research is a positive relationship between
the variable X (classroom management) and the variable Y (effective
learning), with the correlation coefficient value of acquiring the 0.739,
with the acquisition of the values of the second variable relationships
are categorized as significant positive relationship with sufficient
categories. The positive relationship that is revealed by the presence of
variable X contributions (classroom management) against the variable
Y (effective learning) through the coefficient of determination. The
calculation of the coefficient it determination is 54.6%. This reflected
that classroom management can contribute to effective learning top of
54.6%.Thus from the results that there is a positive influence between
classroom management in learning effective subject IPS at SMP Al-
Mubarak Pondok Aren. the difference in research written by Diana
9
Widyarani with this research now is from research methods, focus
problems and setting of research.
2. Research M. Zaki Kamil, 2010: classroom management in improving
the learning achievements of learner s in alternative schools Qaryah
Thayyiban Salatiga year 2009/2010, (Thesis). (Surakarta:
Muhammadiyah University of Surakarta). Zaki Kamil in his research
using qualitative descriptive method. This research discusses about
classroom management in improving the learning achievements of
learner s. The results of this research is that the alternative School
Qaryah Thayyibah is the institution that runs the management
oriented to the cultivation of the consciousness, flexible, appropriate to
the learner’s need and restoring the rights of learners to learn.
managing education for Accomplishment in QT is not just a learner
could achieve high point, but more learners will love learning and are
able to realize what was studied and take benefit for learner and their
environtmen. the difference in research written by Zaki Kamil with
this research now is the focus of the research which selected and
setting of research.
3. Researcher by Uni Zahra, 2010: classroom management on subjects of
history (at SMU 87 Jakarta), (Thesis), (Jakarta: UIN Syarif
Hidayatullah). This research used qualitative descriptive method. The
research about classroom management on subjects of history at SMAN
87 Jakarta. The research result is indicate that classroom management
10
on subjects in SMAN 87 Bintaro has been executed enough. the
difference in research written by Uni Zahra with this research now is
the object, the subjects and the setting of research.
No Title Similarities Differences Originality
1 Research of Diana
Widyarani, 2011:
classroom
management
Influence in
effective learning
on subject IPS at
SMP Al Mubarak
South Pondok
Aren, (Thesis).
(Jakarta: UIN
Syarif
Hidayatullah).
Research about
classroom
management
a. Used quantitative
method.
b. Discuss about
effective learning
c. Research setting
at SMP Al
Mubarak Pondok
Aren south
Tanggerang
a positive relationship
between the variable X
(classroom management)
and the variable Y (effective
learning), with the
correlation coefficient value
of acquiring the 0.739, with
the acquisition of the values
of the second variable
relationships are categorized
as significant positive
relationship with sufficient
categories. The positive
relationship that is
revealed by the presence of
variable X contributions
(classroom management)
against the variable Y
(effective learning) through
the coefficient of
determination. The
calculation of the coefficient
it determination is 54.6%.
This reflected that classroom
management can contribute
to effective learning top of
54.6%. Thus from the
results that there is a positive
influence between classroom
management in learning effe
ctive subject IPS at SMP Al-
Mubarak Pondok Aren.
2 Research M. Zaki
Kamil, 2010:
a. Research
about
a. Discuss about
learners
the alternative School
Qaryah Thayyibah is the
11
classroom
management in
improving the
learning
achievements of
learner s in
alternative schools
Qaryah Thayyiban
Salatiga year
2009/2010,
(Thesis). (Surakarta
: Muhammadiyah
University of
Surakarta)
classroom
management
b. Used
qualitative
method
achievements
b. Research setting
at Alternatif
school Qaryah
Thayyiban
Salatiga
institution that runs the
management oriented to
the cultivation of the
consciousness, flexible,
appropriate to the learner’s
need and restoring the rights
of learners to learn.
managing education for Acc
omplishment in QT is not
just a learner could achieve
high point, but more learners
will love learning and are
able to realize what was
studied and take benefit for
learner and their
environment.
.
3 Researcher by Uni
Zahra, 2010:
Classroom
management on
subjects of history
(at SMU 87
Jakarta), (Thesis),
(Jakarta: UIN
Syarif
Hidayatullah)
a. Research
about
classroom
management
b. Used
qualitative
method
a. Discuss about
classroom
management at
social study
b. Research setting
at SMAN 87
Jakarta
indicate that classroom
management on subjects
in SMAN 87 Bintaro has
been executed enough
F. Definition of Key Term
1. Classroom Management
Managing is the art of arranging a certain condition of people,
places or events. Classroom management is the activity class settings
to make interests of the class learning. So, classroom management is
the art and skills of teachers in arranging class to make the good
quality and quantity of learning in achieving the learning objectives.
12
Classroom management is divided into three parts. First, the
management physic of classroom which set the physical condition of
learning places. Second, the management of socio-emotional
classroom which set up about how the class can be good places for
socializing individual and groups. Third, the management of
organizational classroom which conditioning routine activities in the
classroom.
2. Integrated Thematic Learning
Thematic learning integrated approach is learning that involves
some subjects by integrating some aspects in intra school subjects.
Integrated thematic learning is learning basic on theme which used as
an approach and basic implementation in curriculum 2013.
3. The Difable Child
Difable child is a child who has a disability or difference in
mental or psychic, sensory abilities, communication skills and physical
abilities. so make they need special treatment in education which
appropriate to the needs of the difable child's abilities and limitations.
G. Composition of Research
The compositions of this research are divided into 6 (six) chapters
where each chapter elaborates on different issues, namely: Chapter 1: the
introduction contains is about the background, the focus of research,
13
research objectives, the benefits of research, originality of research,
operational definition and composition of research
Chapter 2: a theoretical framework, in this chapter will be
discussed briefly three sub. The first sub is about classroom management,
the second contains the integrated thematic learning and the third contains
the theory about difable children. This chapter also presents a researchers
roadmap in a chart.
Chapter 3: Describes methods of research which used a qualitative
descriptive study. This chapter contain approaches and research design,
research setting, position of the research, instrument of the research, data
and data sources, data collection, data analysis, research data and the
research procedure.
Chapter 4: in this chapter are present the description consists of a
general overview of background research, exposure to research data and
research findings which are the things related to classroom management in
an integrated thematic learning at class 3 of Idayu 1 difable primary school
of Malang.
Chapter 5: in this chapter are present the discussion of research
findings which include analysis of the object of research from the data
which already contained in chapter 4. And the last chapter 6: in this
chapter are present two things, the conclusions and suggestions.
14
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework
1. Management Class
a. Definition of Management Class
The terms of classroom management is composed of two
words, namely 'management ' and the word 'classroom '. According
to Manulang in Swarsi, management can be defined as the art and
science of planning, organizing, monitoring, the preparation of
guidance and surveillance for human resources in learning process
especially to achieve a goal that has been set.9
According to Hadari Nawawi quoted by Syaiful Bahri
Djamarah and Aswan Zaini, defines classes from two side, namely:
1) Class In a Narrow Sense
The room which bounded by four walls, place for
several learner gathering to following teaching and learning
process. Classes in this traditional sense is static, because it just
reference to learners grouping as their self grow up which base
on age limit.
2) Class In The Broad Sense
That is a small community which is a part of the school
community as a whole was organized into work dynamically
9
Martinis Yamin and Maisah, Manajemen Pembelajaran Kelas (Strategi
Meningkatkan Mutu Pembelajaran), (Bogor: GP Press, 2009), Page. 34
15
organized activities of creative teaching and learning to
achieve a goal.10
Classroom management is the skill of the teacher to
create a learning climate that is conducive, and control it if any
interruption occurred in the process of education. In the
process of teaching and learning in the classroom, a very
important thing to be done by a teacher is seeking or creating a
good teaching and learning conditions. Class as the smallest
community in school can affect the interaction of learners and
the learning activities which in turn can affect the atmosphere
of the classroom and learning achievements of learners. A
conducive atmosphere of the class will be able to deliver
learners to get achievement on academic and non academic
activities, so do the class as a whole.
Classroom management or organization of the class
include various components, they are teachers, learners, and
the physical environment. The third aspect are interacting to
create the learning activities in the classroom which
conducive and secure.11
Manage class is the task of the teacher to create an
optimal learning conditions and neutralize if there is a
10
Syaiful Bahri Djamarah, Dan Aswan Zaini, Strategi Belajar Mengajar, Cet. Ke-IV
(Jakarta: PT Rineka Cipta, 2010), Page. 176 11
Zulfiani Dkk, Strategi Pembelajaran Sains, (Jakarta: Lembaga Penelitian UIN
Jakarta, 2009), Page. 162.
16
disruption in the classroom during teaching and learning. For
example the teacher must stop learner’s deviate behaviour,
giving gifts on learners who completed the task or can answer
questions the teacher so do set the norms or rules in the class.
So when the teacher entered the classroom, then the only
teacher’s duty is about teaching and how to increase quality of
learning process.
According to Suharsimi Arikunto in Syaiful Bahri
Djamarah argues that: classroom management is a business
conducted by the person who should be responsible to teaching
and learning activities that will get optimum condition so the
learning can be implemented as expected. Suharsimi
understand the classroom management as two side, namely the
management for learners, and management of physical (room,
the furniture, the tool lessons, etc.).12
Classroom management in order to: 1) Improve
learning activities; 2) increase learners in learning
achievement; 3) apply a creative, variative, and innovative
learning; 4) establish interaction between teachers with
learners; 5). Making learning contracts with learners.13
Classroom management as an activity that seeks to
create and maintain the optimal conditions for the teaching and
12
Syaiful Bahri Djamarah, Dan Aswan Zaini, Strategi Belajar Mengajar, Cet. Ke-IV
(Jakarta: PT Rineka Cipta, 2010), Page. 177 13
Iskandar, Psikologi Pendidikan, (Ciputat: Gaung Persada Press, 2009), Page.210
17
learning process. Then in the classroom management includes
make learners discipline, and regulate learners who perform
various activities which have no relation with the teaching and
learning activities.
With the classroom management learning, hopes
learning activities can be improve, improve learner
achievements in learning, applying the learning approach
which creative, innovative, varied, and can create learning
contracts with learners.
b. Purpose of Classroom Management
Purpose of Classroom management is to create an
atmosphere of the comfortable classes as the place of the learning
process. Thus each child in the class to work with discipline so
get achieved the goal of teaching effectively and efficiently.
According to Salman Rusydie in the Novan, that the
purpose of classroom management are:
1) Facilitate learning activities for learners
2) Eliminating various obstacles that could hinder the realization
of teaching and learning interactions.
3) provide and arranging facilities and learning furniture which
supports and enables the learners learn in accordance with
social, emotional, intellectual learners in the classroom.
18
4) Fostering and guiding appropriate the background of social,
economic, cultural and individual properties.
5) helps learners learn and work in which appropriate with their
own capabilities and potential.
6) creates a good social atmosphere in the classroom
7) helps learners to be able to learn with discipline.14
c. Principles of Classroom Management
In order to minimize the problem of interference in
classroom management, principles of classroom management can
be used. Then it is important for teachers to know and master the
principles of classroom management.
1) Warm and Enthusiastic
Warm and enthusiastic is required in the process
of teaching and learning. The warm and intimate teacher on
learner will makes learners always shows enthusiastic on their
duty or on activities and will be successful in implementing
classroom management. Teachers are being warm and
enthusiastic will be endeared by the learners.
2) Challenge
The using words, actions, procedure, or materials that
challenge will increase the passion of learners to learn so will
14
Novan Ardy Wiyani, Manajemen Kelas; Teori Dan Aplikasi Untuk Menciptakan
Kelas Yang Kondusif, Cet. Ke III (Yogyakarta : Ar Ruzz Media, 2016), Page. 61-63
19
reduce the possibility of the deviant behaviour. The ability of
teachers provide the challenge on her learners participant can
boost the spirit of learning to learners.
3) Varies
Every teacher certainly doesn't want their learning
participants experiencing burnout and boredom. The use of
tools or media, teachers teaching style, patterns of interaction
between teacher and learners will reduce the appearance of
interference and increase the learner's attention.
4) Flexibility
Flexibility in the context of classroom management is
the flexibility teacher to change teaching strategies which can
prevent the possibility of the emergence of annoyance and
creates a effective teaching and learning’s climate. The
flexibility of instruction can prevent annoyance which become
from learners such as Ruckus learners, no attention, not do the
task and so on.
5) Emphasis on Positive Things
Basically in teaching and educating, teachers should
emphasize the positive things and avoid concentration learner s
on negative things. The emphasis on the positive things is
emphasize which teachers done at learners good attitude and
give warning for learners bad attitude. The emphasis could be a
20
positive reinforcement and the consciousness of teachers
to avoid mistakes that can interfere the teaching and
learning process.
6) Cultivation of Self Discipline
The ultimate purpose of classroom management is a
learners can develop selfdiscipline so created a climate
conducive to learning in the classroom. Teachers themselves
should be the example of selfcontrol and implementation
responsibilities. So, the teacher has to be disciplined in
everything and be good example if teacher their learners
disciplined in everything.15
d. Aspects of Classroom Management
1) Physical Condition
A conscious effort in the classroom management leads
to two elements namely physical and nonphysical.
Management of related physical components in the class such
as the classroom, setting the position of a bench and chairs,
cabinets, media tools and learning as other physical
components. The management regarding the nonphysical such
as management socio emotional of learners, conditions and
15
Syaiful Bahri Djamarah, Dan Aswan Zaini, Strategi Belajar Mengajar, Cet. Ke-IV
(Jakarta: PT Rineka Cipta, 2010), Page. 185-186.
21
forms of humanitarian relations which played in the classroom
as a member of the class.
A physical condition place to learn have an influence on
the results of learning. Physical environments that support will
increase the intensity the process of learning t and have a
positive influence in achieving the learning objectives. The
physical environment such as:
a) The Classroom
The classroom is where the learning process. The
class should allow all learners can move freely and they are
not disturbed one and another in that place.
b) Seating arrangements
In seating arrangements matters is allow face to face
between learners and learners to the teacher to facilitate
teachers in controlling the behavior of learners.
c) Ventilation and Light Settings
Ventilation should be sufficient for the learners
health. The window should allow daylight come into the
classroom. So that learners can breathe fresh air.
22
d) Setting the Storage of The Goods.
Items should be stored in a special place which easy
to reach it back, the items are arranged in such a way so
not disturb the class view.16
2) Conditions of Socio-Emotional
Socio-emotional atmosphere in the classroom will have
a significance influence on the process of learning, build the
spirit of the learners is such a goal of teaching effectiveness17
.
Socio emotional environment such as the passion of learning,
interest and attention, behavior, discipline the learners and
group dynamics18
. Some of the things that affect socio
emotional factors in the classroom are:
a) Type of Teacher Leadership
Teacher leadership types be able to construct
relationships between teachers and learners. The leadership
of the teachers in the classroom expected able to create
optimal learning climate.
16
Martinis Yamin Dan Maisah, Manajemen Pembelajaran Kelas (Strategi
Meningkatkan Mutu Pembelajaran), (Bogor: GP Press, 2009) Page. 40-42 17
Ibid, Page. 43 18
Ade Rukmana Dan Asep Suryana, Pengelolaan Kelas, (Bandung: UPI PRESS,
2006), Cet. I, Page. 33
23
b) The Attitude of The Teacher
Teacher's attitude greatly influences the conditions
of socio-emotional learners. Teacher's attitude in face the
learners should be patient, friendly and justice.
c) Teacher’s Voice
The voice of the teacher is not a big factor but it has
influence in the learning process. Voice teachers be like
inviting the behavior of learners. Voice teacher should be
relatively low and relaxed in order to encourage learners
to be active and not get bored in the learning process.
d) Coaching Report
Build a good relationship with the learners is very
important to do. hopely, learner s are always excited,
optimistic, and realistic in learning activities.19
3) Conditions Organizational
Regular organizational activities are done properly can
prevent problems in classroom management. The activities are
the routine activities that always did and have been
communicated to all learners. Such activities include:
19
Martinis Yamin Dan Maisah, Manajemen Pembelajaran Kelas (Strategi
Meningkatkan Mutu Pembelajaran), (Bogor: GP Press, 2009), Page. 43-45
24
a) Turn Hour Lesson
It would be better for the learner s stay in the
classroom and the teacher came in. However, there are
some subjects that make learner s must leave the classroom.
This should be arranged in an orderly for example there is
spaces time for the learners to move and marked clearly at
the purpose places.
b) Flag Ceremonies
In the flag ceremony should've set a schedule, both
from the teachers and learners. So all knowing what time
they should come, the location of the flag ceremony, and
who is the teacher who will give a briefing at the time of
the ceremony, and so on.
c) Other Activities
Other activities are regularly activity such like
procedure for submission information from the head of
school, holiday, go home early, the death of a school’s
member and etc. must be set in order to be clear, and not
stiff.20
20
Ibid, Page 45-47
25
2. Thematic Integrative Learning
a. Definition of Integrative Learning
Curriculum 2013 is the integrated curriculum which mix
several elements of the curriculum as disciplines. The integrated
curriculum is basically integrated several subjects through the linkages
among the goals, content, skills and attitudes.21
In learning process, there are a variety of reasons that
underlie the application of integrated curriculum, such as Gestalt
psychology whose said that children tend to organize perceptions and
experiences are integrated by their self.22
Integrated curriculum through thematic learning creates the
atmosphere of the classroom more fun and free from an atmosphere of
distress. Yorks and Follo in Abdul Majid showed that the average
level of engagement learning learners higher in theme based
integrated learning compared to learning that are not integrated.23
b. Definition of Thematic Learning
Thematic learning is learning to explore some aspects of
subjects into a theme. Thematic learning characteristics according to
the team of teacher education primary school in Hamdani, are:
21
Abdul Majid, Pembelajaran Tematik Terpadu, (Bandung: PT Remaja Rosdakarya,
2014),Page. 52 22
Ibid, Page. 56 23
Ibid, Page. 57
26
1) Holistic
Holistic is symptoms or events that became the center of
attention in thematic study which observed and examined from
several subject of study.
2) Meaningful
The study of some subject of study are incorporated in a
theme will provide the impact of material meaningfulness in study
will be achieve.
3) Authentic
Thematic learning allows learners to understand concepts
and principles directly which they will study about.
4) Active
Thematic learning involves learners actively in the learning
process starting from the planning, implementation, and evaluation
process.24
c. Definition of Integrated Thematic Learning
Government (ministry of education and culture) started the
school year 2013/2014has implemented a new curriculum it is
curriculum 2013. One feature of the curriculum 2013 is thematic
integrative on the level basic education.
24
Hamdani, Strategi Belajar Mengajar, (Bandung: Cv Pustaka Setia, 2011), Page. 106
27
Thematic learning is integrated learning that uses the theme to
associate multiple subjects to provide meaningful experiences to
learners The measure the subject of the main idea which being the
subject discussion.
Thematic learning is one integrated learning model which is a
learning system that allows learners, both individually and group
actively search and found the concept and principles of academic
holistically, meaningful and authentic.25
Some characteristics of
thematic learning as a model of learning in elementary school are:
1) Learners Oriented
Learners become the subject of learning while the teacher is
simply functioning as a facilitator gives ease on learners in the
process of teaching and learning activities
2) Provides Direct Experience
Thematic learning gives hands on experience to learners,
which learners are confronted on a more concrete learning as the
basis in understanding things which abstract.
3) Invisible Separation of Subjects
Separation of subjects in the thematic learning will not be
clearly visible, since all lessons in corporate in one theme, the
theme is the t most closely and directly related to the lives of the
learners.
25
Abdul Majid, Pembelajaran Tematik Terpadu, (Bandung: PT Remaja Rosdakarya,
2014). Page. 80
28
4) Presents The Concept Of Multiple Subjects
Thematic learning presents some concepts in a single
subject which aims to help learners solve problems in learning
encountered.
5) Flexible
Thematic learning is flexible with hooking one of subjects
with other subjects and associate among the lives of learners with
circumstances of the learner environment.26
3. Definition of Difable Child
Difable child is the term given to the children who need special
needs. exceptional children defined they are differences in terms of the
difference though mental, sensory abilities, communication skills or
physical abilities. The difference makes the child requires modifications in
the activities of the learning or special education services in order to be
able develop in accordance with their capacity.27
Kirk in the Jamila said some specific categories of children in
need is as follows:
a. Intellectual Differences, which included in this category are
children who have a very high intellectual level and a very low level
of intellectual
26
Ibid, Page 90-91 27
Jamila K A Muhammad, Special Education Forspecial Children, (Jakarta: PT
Mizan Publika, 2008). Page. 36-37
29
b. Differences of communication, which is included in this category are
children with disabilities in speaking or has limitation on utterance
c. Sensory Differences, which are included in this category are children
who have limitations in the ability of seeing and hearing
d. Difference in behavior, which is included in this category are children
who have problems with behaviour and his emotions
e. Has a lot of defects, in this category are children who have a disability
serious or multiple defects simultaneously as mentally disabled, deaf
and blind
f. Physical Differences, in this category are children who have a
disability that is not related to the sensory organs but inhibits the
physical and psychological development of the child.28
B. Research Roadmap
Despite the assurance of education for persons with disability is
already set in law No. 8 year 2016, in fact the amount of difable schools
scattered in Indonesia only 1962 schools or less than 1% of the amount
schools in Indonesia which are totaling 267.153 schools.29
One of the difable private school that existed in East Java, Malang
is Idayu 1 difable primary school, founded in December 2001. In the past
5 years it expanded rapidly and established a branch of the primary Idayu
1 difable school located in the city of Malang and more located in regency
28
Ibid, Page. 38-39 29
Referensi.Data.Kemdikbud.Go.Id/Index11.Php
30
of Malang. difable elementary school Idayu 1 addressed in perum Graha
Permata Sulfat kav. 3 JL. Sekayan Bunulrejo, Malang. This school
implementing a curriculum of 2013 in learning process and use thematic
integrative approach.
Idayu 1 Difable primary school expected has good classroom
management so that it is able to evolve rapidly. This makes researchers
interested in examining the management of classroom management in
the thematic learning in difable primary school Idayu 1. To clarify, here is
a chart of the framework thinking of researchers
31
Table 2.1
Research Roadmap
In curriculum
2013
include
need
So that the learning process at
difable learners become
effective and easy to achieve
Profesional skill
Thematic integrated learning
law.no 8 year 2016-12-06
assurance for people who has disabilities
Difable Primary School
Classroom Management
Management phisic class
Management socio-
emotional class
Management organizational
class
32
CHAPTER III
RESERACH METHOD
A. Approach and Research Design
This approach and design in this research is descriptive qualitative.
the descriptive qualitative method is a method in researching the status of
groups, human beings, an object, a set of conditions, a system of thought,
or a current events. According to Lexy Moleong, qualitative research is a
research procedure to get descriptive data in the form of written words,
pictures and not numbers, which the data retrieved from the people and
behavior that can be observed30
. According to Whitney in Monazir,
Literally descriptive method is a method of research to create an overview
of the situation of Genesis, so these methods intend to hold a mere
accumulation of basic data31
.
descriptive qualitative research aims to describe the empirical
reality related Classroom Management in the Integrated Thematic
Learning At Class 3 of Idayu 1 Difable Primary School of Malang. The
design in this research used to match and discover how the management
classroom is and on discussion chapter the researcher checking the reality
on field with the theory which related with, use a descriptive method.
30
Lexy J. Moleong, Metodologi Penelitian Kualitatif (Bandung: PT. Rosdakarya,
2002), Page. 2 31
Moh. Nazir,Ph.D. Metode Penelitian, (Bogor : Penerbit Ghalia Indonesia, 2011),
Page. 54-55
33
B. Attendance of The Researcher
The specific characteristic of qualitative research is participation
from researcher, researcher have key position of the research. It make data
more dependent on the researcher. Researcher attendance intended to make
researcher really understand the phenomenon and events that will be
researched, because researcher also have a position as planners,
exececutors, gatheres of data, analysis of data and interpreter of data
analysis.
In this research at Idayu 1 Didable Primary school of Malang
researcher will be non participant observer, who does not involvement
directly with the research’s subject during collecting data. This action do
for keep the objectivity research result. Attendance of researcher in field
divide in to 3 steps:
1. Pre reserch, toidentify the reserach object
2. Data collecting, taking data which related to the classroom
management
3. Evaluate the data32
C. Setting of The Research
The research is located in difable primary school Idayu 1 Malang
addressed at housing Ghara Permata Sulfate kav. 3Malang. The reason
why the researchers chose the location of the research above because
32
Lexy J. Moleong, Metodologi Penelitian Kualitatif (Bandung: PT. Rosdakarya,
2002), Page. 93
34
difable primary school Idayu 1 Malang known has good progressive
and capable of providing educational services with the same quality with
the other elementary schools, so children with disabilities(learner)was able
to obtain an education that is comparable to other normal children.
D. Data And The Data Resources
The data is the specific parts that form the foundations of analysis.
The data includes words that are noted as transcript interviews and field
observation records. the data also include what other people created such
as official documents and newspaper articles.33
a. Primary Data
The source data (primary data) on the research is directly
related to the object that is the management of classroom management
In an integrated Thematic Learning learners in grade 3 difable primary
school Idayu 1, Malang. primary data in this study is the result
of interviews with the homeroom teacher, integrated thematic
teacher, grade 3learners and principal of difable primary school
Idayu1Malang. Also observations and documents relating to
classroom management in difable primary school Idayu 1 Malang.
b. Secondary Data
Secondary data required for consideration of the primary data
analysis. Secondary data in this study is a literature/relevant
33
Emzir, (Metodologi Penelitian Kualitatif) Analisis Data, (Jakarta : PT Raja
Grafindo Persada, 2010), Page. 65
35
documents for the sake of strengthening the argumentation and to
complete results of the research.
E. Data Collection Technique
The data collection methods that used in this study is to interview,
observation and document which conducted in difable primary school
Idayu 1 of Malang. This the following explanation of data collection
technique:
a. Interview
The interview is the interaction that takes place between two
people to obtain information or expressions on a part in an interview.34
The interview will be conducted in an open interview study was
dedicated to the teacher's homeroom 3, integrated thematic teacher,
grade 3 learners and principal in difable primary school Idayu
Malang.
Data taken through the interview is data about the management
of physic classroom, management of socio emotional and routine
activities, the management class and how do teachers implement
thematic learning. As well as the suitability of the integrated thematic
learning with classroom management.
34
Ibid, Page. 50
36
b. Observations
Observation or observation is the attention that is focused on
symptoms, occurrence and something with the intention to interpret
them, revealing the causes factors35
. The observation undertaken in
this research is the observation of the non participant observation, the
researcher becomes testimony or spectators of a symptom or incident
that became a topic of research.
The data taken through the observation is about classrooms, a
place of regular activity class is implemented, the observation process
of teaching and learning activities thematic learning in classroom
management.
c. Documents
In addition to interviews and observations of researchers
also use some document in answering the question. When available,
these documents will add to the understanding or information
for researcher.
Documents that taken for the purpose of this research is the
documentation of classroom, document of lesson plan, the data of
learners, grade 3 teacher data, data principal and another documents
relevant with this research.
35
Ibid, Page. 38
37
F. Data Analysis
In depictions of the results of research, the existence of the required
data processing with analysis techniques so that the data obtained can be
believed to be true. Data analysis in this study uses data analysis according
to Miles and Huberman that is divided into 3 parts.
First, the reduction of data. Reduction is a form of data analysis
that sharpen, select, focused, dump the data and compiled in a way which
the final conclusions can be described and verified36
. Data reduction is
going on during the research in the field, since 6 march 2017 until
6april2017.
Second, the data model (data display). The data display is made to
assemble the information in a practical form so it can be accessed easily.
Third, the withdrawal of the conclusion (conclusion). From the beginning
of the data collection, record the regularity of causal flow, annotations, and
proposition.
Researchers take a conclusion clearly which maintain honesty and
without suspicions (scepticism)37
. By virtue of data which already
collected, sort out and deliver, researcher drow out the conclusion from
classroom management in the integrated thematic learning at class 3 of
Idayu 1 difable primary school of Malang.
36
Ibid, page 130 37
Ibid, Page. 130
38
G. Validity of Data
This research use the technique of triangulation to check the
validity of data. The technique of triangulation according Miles and
Huberman in Norman and Yvonna is a technique to check the validity of
data that utilizes something else out of the data to checking or comparison
the data38
. Researcher will do something activity bellow to obtain the
degree of information trusty:
a. Compare result of the interview data with the observations data
b. Check data from one source to another source
c. Compare the result of the interviews with the contents of the relevant
documents
H. Research Procedure
Research procedures in this research includes 4 stages. First is pre
field, is arrange the research planning in Idayu 1 Difable Primary School
of Malang and arrange the research proposal. The researcher did the pre
field to get basic information about the object. This stage carried out on
October 2016. Second stages is where the researcher on the field.
Researcher collect data which related to classroom management in the
integrated thematic learning. This stage carried out on march 2017 until
April 2017.
38
Norman K. Denzim Dan Yvonna S. Lincoln, Handbook Of Qualitative
Research,Terj. Darisyanto Dkk,(Jogjakarta: Pustaka Pelajar,2009). Page. 592
39
Third stage is processing data. In this stage researcher make data
transcript, reducing data, analyze the data and make data interpretation
from data were collected, This stage carried out during the researcher in
the field. And the last is fourth stage, where the research arrange the
research report which already analyzed. This stage carried out on April
2017.
40
CHAPTER IV
EXPOSURE DATA AND RESEARCH FINDING
A. General Overview the Research Object
1. Story of Idayu 1 Difable Primary Shool
Before officially becoming a Foundation, a woman who is an
teacher in difable primary school named Idayu Astuti founded
playground learning for children with disability. Her indifferent to
children with disability has been grown up since she was attended in
the Department of Difable Education at State University of Surabaya
(UNESA).
At its inception, this school is only a garage of her house in
housing graha permata sulfat at JL. Sekayan kav. 3. She founding
difable primary school with the hope of children with disabilities
could get a decent education as well as other normal children with the
provision of skills which make the child independently.
Over time, Idayu 1 difable primary school thrived so fast until
become a formal school as a unit of education in 2000 and gained
attention from the public and communities around there. Now, she
also established in Idayu II difable primary school in Pakis, Malang
regency.
The school which located in the sekayan’s street stand on the
land with an area of 96 m2. Located inside the housing that was in
the middle of city but far away from the crowds, noise, and air
41
pollution. After working for more than 10 years, Idayu 1
difable primary school increasingly steady of its existence in the world
of education for children with disabilities.39
Picture 4.1
School’s Yard In Idayu 1 Difable Primary School Of Malang40
2. Identity of Idayu 1 Difable Primary School of Malang
Name of School : SDLB Idayu 1 Malang
Address :
a. Street : Jl. Sekayan, housing Graha Permata
Sulvate Kav. 3
b. Village : Bunul Rejo
d. Sub district : Blimbing
e. City : Malang
f. Province : Jawa Timur
g. Telphone number : (0341) 494389
39
Result from documentation in Idayu1 Difable Primary school of Malang at 8 March
2017 40
Result from documentation in Idayu1 Difable Primary school of Malang at 11
March 2017
42
Operational Start : 2001
Building Broad : 96 m2
Building Status : Ownership41
4. Vision and Mission Idayu 1 Difable Primary School of Malang
As an educational institution, Idayu 1 difable primary school
Malang has a vision and mission to be achieved. There are following:
a. Vision
The formation of independent generation, noble character, an
accomplished and highly regarded in works.
b. Mission
1) High disciplined
2) Achievement oriented
3) Honest and mindful in work
4) Commitment to school
5) Uphold the cooperation
6) Oriented to the needs of school
7) Create calm, harmonious, tranquility and peaceful school climate
8) Harmonious partnership between the school and the community42
41
Result from documentation in Idayu1 Difable Primary school of Malang at 9 march
2017 42
Result from documentation in Idayu1 Difable Primary school of Malang at 8 march
2017
43
5. The Condition of Teacher and Learners
a. Condition of the Teacher
Teacher at class 3 year 2016/2017 is Yuliati Palupi Asri. She
became the teacher of class 3 in Idayu 1 difable primary school since
2006. Yuliati, have a disability, i.e. both of her eyes does not function
normaly (the left eye is cataract). Currently Yuliati enters age 40. She
holds the last education in departmen difable education (PLB) State
University of Surabaya43
.
b. Learners
Acceptance of new learners was opened each year without
through cognitive selection and registration limit. The process of
selection based on to: 1) disability belonging to children (Idayu 1
difable primary school is the school for children with mental
retardation).
On class 3 consists of four learners. The three children have
disability mental retardation which generally have low intellectual
levels. They have grow up obstacles of adaptive behavior during their
life. And there is also a child who has the visual disability. It mean that
child has obstacle in look at. The school perforce accepted the different
difable child cause at one request from his parents, they have
restrictiveness time and cost if should go to another difable primary
43
Result from documentation and observation at 10 March 2017
44
school. Learners in class 3 average 11 year old. Two of them are
relocated from another difable school44
.
6. Learner Activities Units
To enhance potential and talents of learners beyond the academic
subject there are some learner activities units in Idayu 1 difable primary
school which can be a chance of channeling various skills talent and
interest that learners have. The following data are extracurricular activities
in there45
:
Table 4.1
Leaner Activities Units
No. Extracurricular Information
1 Pramuka Ada/Aktif
2 Menari Ada/Aktif
3 Mewarnai Ada/Aktif
4 Musik Ada/Aktif
5 Keterampilan Ada/Aktif
6 Olahraga Ada/Aktif
7. Facilities and Infrastructure
Infrastructure is the primary needs which important for learners
to make the learners during the learning process. Based on the result
observation, that the existing education facilities Idayu 1 primary school
are as follows46
:
44
Result from observation at 9 march 2017 45
Result from observation and documentation at 11 march 2017 46
Result from observation at 8 march 2017
45
Table 4.2
Facilities And Infrastructure Of School
No. The Room Condition of Room
1 Principal’s Room Enaugh
2 Teacher’s Room Enaugh
3 Classroom Good
4 Library Good
5 Student’s Centre Good
6 Room of clinic Enaugh
7 Room of Counceling Enaugh
8 Room of Self Building Good
9 Toilet Good
10 Kitchen Good
11 Park Good
From the table above can be known that infrastructure owned
Idayu 1 difable primary school is already adequate in supporting
the teaching and learning activities.
8. Curriculum
Idayu 1 difable primary school already implement a curriculum
provided by the Ministry of education , i.e. curriculum 2013. Because
Idayu 1 primary school is a difable school for children with disability
mental retardation, then there is a special curriculum that Government
prepared i.e. the Curriculum 2013 for Tunagrahita’s school C (mental
retardation). There also applies a integrated thematic learning for the
class 1-6. As submitted by Anis as the head principle of Idayu 1 difable
primary school of Malang:
Sekolah memakai kurikulum sesuai yang berlaku saat ini, yaitu
kurikulum 2013 untuk sekolah dasar luar biasa C.47
47
Result from interview to school principal at 17 march 2017
46
B. Exposure Data And Research Finding
1. The Physical Management Of Class In The Integrated Thematic
Learning At Class 3 Of Idayu 1 Difable Primary School Of Malang
As an educator, surely must manage the class in such away in
order to make the process of learning can provide comfortable to the
learners. As teacher at class 3,Yuliati, who said that there was a special
meeting discussing about the management of the physical classroom.
Ada, (red: rapat khusus) setiap awal tahun ajaran baru. Itu
membahas tentang pembagian kelas.48
Note that each year in the Idayu 1 difable primary school there
was special meeting held between teacher and principal who discuss
classroom management in particular the physical management division
that includes classes and organizational management class that includes
regular activities in except the learning process. As a statement of the
principal, Anis Damayanti:
Setiap tahun selalu ada rapat khusus yang membahas tentang
pengelolaan kelas. baik dari segi fisik dan organisasionalnya. Dari
segi fisik, yaitu pembagian ruang kelas dilihat dari jumlah murid
dan ketunaan yang di alami peserta didik49
.
1. The Classroom
Arrangements of classroom in Idayu 1 difable primary school
Malang has its own uniqueness. Where there are three classrooms on
48
Result from interview to classroom teacher at 18 March 2017 49
Result from interview to school principal at 17 March 2017
47
the 2nd floor of the school building (like a hall), the three classrooms
is separated only by a rack, a cupboard and 1 bamboo curtain50
.
The room at class 3 physically the size class is 2m x
2m. Class 3 is adjacent to class 4, 5 and 6. The class is not a special
room, but an open space that are divided into 3 class (by
bamboo curtain). This class is next to the stairs. So class
3 Corridor by a passing place for people who want to go down the
stairs. 51
In front of the class, there is a whiteboard, on the left side of
the class there is a rack and a cupboard. Class 3 are in the corner of
the room near the window and air vents. So, classroom 3
is the brightest class among the others.
The division of these classrooms is based on the condition of
learners disability. Learners at class 3 generally is have disability
mental retardation (there is no hyper mental retardation). Like Anis
Damayanti statement as the head of school:
Jika terdapat siswa tunagrahita hyper, maka kelas harus
berada di dalam ruangan yang bisa dikunci. Agar pendidik
dapat mengontrol peserta didik tersebut. Untuk kelas 3
sendiri, siswanya ada 4 sehingga, pada tahun ajaran 2016-
2017, saya menempatkan kelas 3 di sudut ruangan52
.
In addition, Yuli, as teacher at class 3 said:
Tahun ini memang kelas 3 mendapat bagian kelas di sudut
ruangan, karena bagian sudut ruangan itu tidak terlalu lebar.
50
Result from observation at 7 march 2017 51
Result from observation at 9 march 2017 52
Result from interview to school principal at 11 march 2017
48
Siswa kelas 3 tahun ini juga tidak ada yang hyper. Sehingga
tidak harus berada di ruangan tertutup53
.
As observation result, learner at class 3 always wrong
focus if they hear and see the learning process in another
class seemed more exciting than learning that they are doing. As
said by the teacher integrated thematic learning at class3
Mungkin karena ruangannya hanya dibatasi bilik bambu
dengan kelas sebelahnya, jadi terkadang siswa itu suka
melirik-lirik kesana, mereka melihat pelajaran dikelas sebelah
sepertinya lebih menarik. Nah kalau seperti itu saya biasanya
bersuara agak keras lagi. supaya mereka bisa fokus ke
pelajaran di kelasnya sendiri54
.
2. Layout of Seating
As observation result of the researcher, the teacher has a
table and chairs. Similarly, every learner has a table which is
affiliated to a Chair. Learners folded that chairs and tables if it
came home from school55
.
The layout of seating position is manage by the teacher at
class 3, Yuliati P Asri. The seating position is changed in such a
way when the integrated thematic learning. In that lesson, the three
learners with mental retardation lined neatly on the table facing the
teacher. While the child who blind seated next the teacher.
The managemnet of seating layout determining based
on learners disability, as teacher said:
53
Result from interview to classroom teacher at 18 march 2017 54
Result from interview to integrated thematic teacher at 25 march 2017 55
Result from observation at 13 march 2017
49
Rafli (red: anak tunanetra), memang sengaja saya taruh di
sebelah saya. Karena dia tidak dapat melihat, hanya
mendengar saja. Sedangkan yang 3 lainnya saya taruh di
depan saya dan saya suruh bergantian membaca56
.
For integrated thematic learning Yuli as teacher, changing
the seating position of the learners, this is because there is only
one learner book. So learners should form a sit down with the
pattern of L. Here is the seating position of the learners and
teachers at the time when integrated thematic learning.
Picture 4.2 Table 4.3
Layout Of Seating Explanation Of Picture’s Colour
This layout of seating doesn't make jealousy among learners.
The Learners obidiently to seating arrangements that have been set
by the classroom teacher. As learners statement follows:
Tidak. Saya senang duduk di depan57
Tidak aku penurut58
56
Result from interview to classroom teacher at 18 march 2017 57
Result from interview a learner (Kaka) at 15 march 2017 58
Result from interview a learner (Rizal) at 17 march 2017
Information of Color
Whiteboard
Cupboard
Rack
Desk
Chair (learner’s seat
position)
Table
Chair (Teacher seat position)
Bamboo Curtain
Down Stairs
Sofa
The Blind Learner
50
In the institutional status of the Idayu 1 difable primary
school is 'C'. the meaning of 'C' is for children with disability mental
retardation. However, there is exception in class 3, which having 1
child with disabilities blind. Supposedly, the learner attended school
with the title 'A' that is for the visually impaired children. So in the
process of learning, the learner always has its own place. Not
combined with other learners. That is right next to the teacher's class.
As stated by teacher:
Seharusnya Rafli (red: peserta didik dengan disabilitas tuna
netra) di sekolah slb a, karena proses belajar mengajarnya jauh
berbeda. dia tidak bisa melihat, hanya mendengar. Jadi saya
menempatkan Rafli di sudut ruangan. Pas di sebelah saya.
Sedangkan anak-anak di depan saya59
.
3. Settings Of Window And Ventilation
Setting of ventilation and window in class 3 have been able
to receive the incoming light so that learners do not feel the glare or
dark. The location of the ventilation is on the right top of the class.
Ventilation is not contrary to the front of the class so as not to cause
glare. It was concluded that the existing vents in class 3 is sufficient
and qualified as a decent room to be occupied in teaching and
learning process. This lighting arrangement was deliberately done by
the classroom teacher and school principal in order to be in the
process of learning learners can receive sufficient lighting due to a
learner with disability blind. As said by Anis as the head of school:
59
Result from interview to integrated thematic teacher at 18 march 2017
51
saya menempatkan kelas 3 di sudut ruangan. Karena ada 1
siswa yang tunanetra, jadi kelasnya di sudut ruangan. itu paling
terang, dekat sama jendela.60
4. Storage of the results of the study
Management for storage of the results of the study is the
provision of a cupboard and a rack in each class. The cupboard that
are on the left side of the class is used to store the files of learners
learning and some learning’s media. While the results of the
learner’s work, especially thematic integrated lessons in particular
stored in the rack61
.
Karya-karya siswa yang disimpan di dalam rak diantaranya
adalah hasil mewarnai, hiasan mozaik, hiasan origami dan
akuarium mini yang terbuat dari kardus.62
5. Classroom Decoration
To beautify the physical condition of the class, then the
teacher and learners make ornaments at the sky of class. The
decoration is processed function to beautify the room and display
handcrafted of learners. The decoration in the form of miniature
animals made of flannel. Above the rack there is 2 pieces flower
vase to increase the beauty of the corner classroom. The beautiful
room is able to increase the spirit of learning to the learners, then
60
Result from interview to school principal at 11 march 2017 61
Result from observation at 15 march 2017 62
Result from interview to integrated thematic teacher at 25 march 2017
52
given on the wall of the classroom painted with light green color to
give feel of peaceful and serene setting. 63
6. Facilities, Resources And Learning Media
When the integrated thematic learning, teachers prepare some
learning media that indeed was previously already designed in such a
way classroom. So, during the learning process the learner can
easily take the media. Learning media which provided by the teacher
in the classroom are: flannel, globe, paper folding, the chest, the
false money, the paint color, etc.
Learning media used usually is an objects that can be touched
(concrete) and simple. Because teacher always pay attention to the
physical and psychic her learners, so she is always be careful when
choosing media and be creatively as possible in order to achieved
the learning objectives. As said by teachers of integrated thematic,
Yuliati:
Iya saya selalu menggunakan media, seperti tadi saya
menggunakan vas bunga, kemarin saya menggunakan
peralatan kebersihan. Media yang biasa saya gunakan itu
yang bisa di sentuh, kalau video saya selalu memperbesar
volumenya agar semua siswa bisa memanfaatkan media
dengan sebaik mungkin.64
Learning resources like learner’s book and teachers are on
the cupboard in the class. Making it easier for learners to take the
63
Result from observation at 11 march 2017 64
Result from interview to integrated thematic teacher at 25 march 2017
53
book when thematic learning begins. Based on the observations of
the researchers, learning resources used is the book of thematic
curriculum 2013 for primary school mental retardation . But total of
learner’s book are not comparable to many learners in the classroom.
There are 1 learner’s book but there are 4 learners. Such statements
Yuliati as teacher integrated thematic learning at class 3:
Untuk kelas 3 dan 6,bukunya baru awal tahun 2017sampai
disini. Pemerintah mengirimkan hard file nya berupa buku
cetak. Tidak ada soft file yang kami terima. Sehingga, siswa
saya dudukkan di hadapan saya semua (red: siswa tunagrahita)
agar bisa secara bersama-sama menggunakannya65
.
The existing support facilities in the class room are Lcd
projector and a sink. The LCD and the sink was in the middle of the
Central Hall Room 2nd floor. It was arranged so in order for any
class that requires can directly use it without having to switch room.
On the side of the class room there is also a wall magazine arranged
to accommodate learner’s work specifically at SBdP lesson and
drawing extracurricular.
Picture 4.3
Management Physic Classroom In Integrated Thematic Learning 66
65
Result from interview to integrated thematic teacher at 25 march 2017 66
Result from documentation in Idayu1 Difable Primary school of Malang at 15March
2017
54
Some of the obstacles in manage physical classroom are
due to the learners who are blind, so that the sitting position while
the integrated thematic learning must be set in such a way, then the
learning resources (learner’s book) there is only one so the learners
together wearing the book. And delimiter between the class with
others which exist in second floor and only bamboo curtain, so
that learning is sometimes distrubed by noises in the next door
classroom. As delivered by teachers of integrated thematic learning
who also teacher in class 3:
karena ruangannya hanya dibatasi bilik bambu dengan kelas
sebelahnya, jadi terkadang siswa itu suka melirik-lirik
kesana, mereka melihat pelajaran di kelas sebelah sepertinya
lebih menarik. Nah kalau seperti itu saya biasanya bersuara
agak keras lagi. supaya mereka bisa fokus ke pelajaran di
kelasnya sendiri67
karena bukunya hanya ada satu, Jadi siswa belajarnya ya di
sekolah. Bukunya belum ada di jual di mana-mana.. Untuk
kelas 3 dan 6, bukunya baru awal tahun 2017 sampai disini.
Pemerintah mengirimkan hard file nya berupa buku cetak.
Tidak ada soft file yang kami terima. Sehingga, siswa saya
dudukkan di hadapan saya semua agar bisa secara bersama-
sama menggunakannya.68
These obstacles be minimalize with the way learners form the
seating position of L latter in integrated thematic learning so they all can
look to learning resources, and no one had a look to the next
class. Learning media used by teacher in is a concrete objects (objects
67
Result from interview to classroom teacher at 18 march 2017 68
Result from interview to integrated thematic teacher at 25 march 2017
55
can be touched up) so learners either mental retardation or who are
blind can understand the lesson and used that media.
Here is a chart that researcher create to a map, the problems in the
management of the physical in class 3 Idayu 1 difable primary school,
belong with preventive action carried out by the classroom teacher who is
also a teacher of integrated thematic learning.
Table 4.4
Obstruction In Physical Management Class
Preventive Action
Based on the the researcher findings about the physical
management in the classroom, then the interim research results is that the
physical management of class in the integrated thematic learning at Class
3 of Idayu 1 Difable Primary School of Malang is already good. Integrated
thematic teacher who is also a teacher at class 3 give best effort the
Obstruction in the physical management of class in the
integrated thematic learning at Class 3 of Idayu 1 Difable
Primary School of Malang
There is a blind
learner
Learning resouce
(learner’s book) only one An Open classroom
Layout of seating use
pattern L, learner who has
blind disability seat beside
the teacher so he can listen
the learning correctly. And
learning media is a concrete
things so all of learners can
use it.
Layout of seating
use pattern L,
learners with
disability mental
retardation together
use the one
integrated thematic
book
Layout of seating
use pattern L closer
to the teacher so
she can directly
monitor the
learners
56
classroom settings in such a way in order to make integrated thematic
learning which concluded properly, i.e. by making arrangements
classroom conditions, layout of seating, ventilation and window settings,
setting the storage of the result of study, decorating class, and setting the
facilities, resources and learning media.
Although there are a few things that hampered the process of
learning in integrated thematic, Yuliati, as teacher trying to minimize the
problems with making some innovations which form a pattern L for the
seat. So she can control the learner’s attention and they are together can
used the learning resource.
2. The Socio-Emotional Management Of Class In The Integrated
Thematic Learning At Class 3 Of Idayu 1 Difable Primary School Of
Malang
Learners in class 3 Idayu 1 difable primary school consist of 4
learners, 1 female and 3 males. The learner’s disability are: 3 children
suffered mental retardation disability and a learner suffered a disability
blind.
Untuk tahun ajaran 2016/2017 jumlah siswa di kelas 3 ada 4 anak.
Mereka punya disabilitas tunagrahita, 3 orang anak. Dan seorang
anak tunanetra69
.
69
Result from interview to school principal at 11 march 2017
57
This is a cart which contain amount of learner in class 3 with their
disabilities category:
Table 4.5
Total Of Learner At Class 370
Academic
Year
Total of Learner
Male Female Total
2016-2017 3 1 4
Table 4.6
Cetogories Of Learner At Class 3 Disabilities 71
Disability Category Total of Learner
Male Female Total
Tunagrahita 2 1 3
Tunanetra 1 - 1
The leadership of a teacher in the educational process is very
influential in building social emotional conditions in class. Teacher as
educator should be able to be a leader who is favored in the classroom be
able to guide, trusted, good personality, and capable of being figure of
motivators for the learners which her taught.
In remember the learners in there are the special learners in need,
they desperately need a figure of a teacher who was able to form their own
personal being greater good, useful, valued and independent. On that basis,
Yuliati, as the classroom teacher at class 3 and also teacher thematic
integrated learning is a democratic leaders figure, she is aware of her
limitations and open to every criticism and feedback especially when the
learning process. This can be seen when researcher perform observation,
70
Result from documentation in Idayu 1 difable primary school at 20 march 2017 71
Result from documentation in Idayu 1 difable primary school at 20 march 2017
58
one of the learners asked that the learning better was carried out in the
Park, so that learners can see the flower forms directly. And the opinion
was accepted by the teacher72
.
Openness of Yuliati as a classroom teacher to receive the opinion
of her learners is also seen in the picket class, the teacher in determining
pickets involve learners. Teacher invite learner to choose the day which
they like to do. As delivered by some learners as follows:
Aku piketnya senin sama kamis73
Setiap hari selasa dan rabu.74
a. Teacher's Interaction With Learners
In leading the class during learning the learning process,
Yuliati always tries to interact directly to build focus learners. Yuliati
also always give the motivation of characters building in accordance
with competence base integrated thematic subjects (PPKN), which is
present on lesson that day. As motivate learners to always be thankful,
always helps and accept the limitations of themselfes to become
unlimited75
. Such her statement
Selalu ada apersepsi di awal pembelajaran. Berdoa, lalu
membaca 2 surah pendek, lalu saya berdialog dengan siswa
agar siswa fokus dan santai. Jadi saat membuka pelajaran,
mereka sudah siap.76
72
Result from observation at 20 march 2017 73
Result from interview a learner (Kayla) at 15 march 2017 74
Result from interview a learner (Rizal) at 17 march 2017 75
Result from observation at 22 march 2017 76
Result from interview to integrated thematic teacher at 25 march 2017
59
Based on researcher’s observation, apperception what teacher
did as follows: teacher said salam, asked for learners condition, asked
one of learner to lead pray, teacher invite learners to be blessed
because they still health, then teacher gives information about learning
objectives and show to learners a video about nature disaster and ask
learner to pay attention on it.77
Researcher show that teacher give applause to learner who can
answer teacher’s question faster78
. this such a kind of interaction that
teacher did with giving reward to learner who are able to respond to
the learning well. This was done by teacher so that other learners also
be motivated to get the reward.
Saya sampaikan ketemannya yang lain. Ayo temannya bisa
jawab siapa lagi yang mau menjawab. Atau saya beri
reward, hebat sekali kaka, ayo tepuk tangan untuk kaka.
Seperti itu. Agar yang lain juga aktif79
.
Teacher understands the limitations of her participants so she
always tried to be clear and fair in giving the treatment especially in
integrated thematic learning. Based on researcher observation , teacher
always asking directly to one learner to another (learner declare the
nominal in a money which teacher showed at) and will continue the
learning process if all of learner have opportunity to answer the
question80
.
77
Result from observation at 22 march 2017 78
Result from observation at 22 march 2017 79
Result from interview to classroom teacher at 18 march 2017 80
Result from observation at 21 march 2017
60
In making the design of learning (lesson plan), she always
prepare one week before, so that she could adjust the media which
right for the learners so, social jealousy not happening at the moment
because of the difference in learning disabilities in class 3.
Rpp nya disiapkan satu minggu sebelumnya, jadi minggu
pertama pembelajaran, maka Rpp nya sudah di buat81
.
Yuliati is always trying to makes her voice sounded clear to all
Yuliati trying to make her voice may it sound in a whole class,
and admonish learners when anyone makes a fuss and do not pay
attention during the learning process. Based on reseacher observation,
teacher got told Rizal who not pay attention to the learning process
with call his name twice, until Rizal (learner) pay attention back82
.
In any activity during the integrated thematic learning to build
socio-emotional learners, teacher is trying to making herself only as a
facilitator, while the participants became the learning center. It seen
when the learners doing discussion to determine what should they do
to help victims of nature disaster without teacher’s interruption.83
As
what Yuliati (teacher integrated thematic teacher) said:
Saya hanya memandu, selebihnya siswa yang beraktivitas,
siswa yang membaca, siswa yang bertanya jawab juga, siswa
yang menyampaikan apa yang diketahuinya terlebih dahulu.
Baru saya masuk menambahi, atau membenarkan jawabannya
siswa.84
81
Result from interview to integrated thematic teacher at 25 march 2017 82
Result from observation at 24 march 2017 83
Result from observation at 17 march 2017 84
Result from interview to integrated thematic teacher at 25 march 2017
61
b. Interactions Between Learners
Setting the position of a participant seating which changed
when integrated thematic learning, sometimes make learners more be
ignorant towards one of the learner who have different disability. so
became behavior occurs of mocked each other in class.85
In this case, the behaviour of the child said curative. It means
because during learning process deviation learner’s behavior inhibit
the process of teaching and learning. The teacher tried to guide the
creation of good learner behavior to support the learning activities.
Mungkin yang mereka saling mengejek. sulit jika diingatkan,
mereka juga paling sering mengejek Rafli, karena dia
tunanetra, beda sendiri. Saya sudah mengingatkan. Tapi tetap
saja seperti itu86
.
If there is learner who mocking each other and disturb their
friend, teacher told the learner and give him character building (about
being together in around environment) as contain in main
competency2 in integrated thematic learning87
. Teacher also giving
moral advice (religious character) to the learners for decrease learners
activity who mocking each other.
Anak-anak,seharusnya kita bersyukur atas apa yang tuhan
beri kepada kita meskipun kita memiliki kekurangan yang
banyak sekali. Tidak boleh saling mengejek temannya. Itu
namanya menyakiti perasaan teman.88
85
Result from observation at 21 march 2017 86
Result from interview to integrated thematic teacher at 25 march 2017 87
Result from observation at 27 march 2017 88
Result from observation at 27 march 2017
62
Despite frequent ridicule each other's behavior, teacher can
bring the spirit of learner’s learning is extremely high when the
integrated thematic study, it can be seen from some of the learners
statement:
Tidak pernah bosan. Saya suka belajar89
Saya suka di ajar ibu Yuli. Tidak bosan. Mau belajar terus.
Biar bisa jadi dokter kata mama90
Tidak, Aku senang91
Tidak pernah bosan belajar, banyak teman. Ibu Yulinya baik.
Sabar92
Based on the result of observations researcher, sometimes one
of the learners (red: Rizal) seeking of revenge behavior his friend (red:
Rafli). Such mocking Rafli because did not get a turn reading jostling
of Rafli because he is too slow when running. Or ridicule because his
friend's voice (red: Kayla) is too slow93
.
Not all of learners have bad behave ti raflli. Even Rafli only
consider his friend behave as just a humour. And he also realized that
it was his limitation. But he still felt comfortable in class because a lot
of other learners always helped he. Like what he said:
Punya, saya dekat sama kaka. Kaka baik, pintar, saya selalu
dituntun kalau mau turun tangga. Yang lainnya juga selalu
bantu kalau saya mau naik ke kelas. Selalu ada yang bantu.
temannya baik94
.
89
Result from interview to learner (Kayla) at 15 march 2017 90
Result from interview to learner (Kaka) at 15 march 2017 91
Result from interview to learner (Rizal) at 17 march 2017 92
Result from interview to learner (Rafli) at 17 march 2017 93
Result from observation at 23 march 2017 94
Result from interview to learner (Rafli) at 17 march 2017
63
Yuliati as teachers integrated thematic says that mocking is a
reasonable thing between the learner’s. mocking each other is one
form of learners interaction, because there never been a learner who
physically hurting each other, Like she said:
Sejauh ini tidak ada siswa yang berkelahi sampai saling
memukul, mereka hanya mengejek satu sama lain. Hal seperti
itu disini biasa. seperti bermain bersama temannya95
.
Picture 4.4
Social condition when the learner take a rest96
The obstacles that are often experienced by teacher is there are
learners who seeking revenge behave when feeling tired, and some learner
are mocking each other. To minimize it, Yuliati, as teachers integrated
thematic always convey the character value of acceptance and gratitude,
tolerance on the sidelines learning activities. she expects the learners no
longer repeats the deed mocking between friend.
Here is a chart that researchers create to map out problems the
socio-emotional management of class in the integrated thematic learning at
Class 3 of Idayu 1 Difable Primary School of Malang, belong with
95
Result from interveiw to classroom teacher at 18 march 2017 96
Result from documentation at 23 march 2017
64
preventive action carried out by the classroom teacher who is also a
teacher of integrated thematic learning
Table 4.7
Obstruction In Social-Emotional Management Class
PreventiveAction
Based on the data findings of researchers on management socio-emotional
class, then research results for a while is that socio-emotional classroom
arrangements in class 3 of Idayu 1 difable primary school of Malang is
already good. The teacher is trying to make herself as a democratic
figure with open to the opinions of the participants in order to fluency learning
process. Through the integrated thematic learning teachers also give the build
of character values for learners to minimize attitude of learners who have
always mocking at his friends.
Learners mocking
each other of their
disability
Teacher gives character building
which consist in base competence
in integrated thematic learning
(part of PPKN) so that the
learners do not do that again
There is a learner who
seeking of revenge
behaviour
Obstruction in the socio-emotional management of class in
the integrated thematic learning at Class 3 of Idayu 1 Difable
Primary School of Malang
65
3. The Organizational Management Of Class In The Integrated
Thematic Learning At Class 3 Of Idayu 1 Difable Primary School Of
Malang
In organizational management of class, researcher divide it into 2
parts. First, organizational management in integrated thematic learning
and second, general organizational management classes. The reason
researchers divide the organizational management class into two sections
because there are some regular activity class on thematic learning and
another learning. Which are both mutually supportive formation of
organizational management class.
a. Organizational Management in integrated thematic learning
In integrated Thematic learning, all of classroom teacher
decided some subjects require learners to practice directly such as
SBdP (art) and PJOK (sports). When integrated thematic learning
materials about SBdP and PJOK contained there in submitted deliver
to learners. for activities relating to the practice, the teacher provides
its own time in order to make learning more effective. Such
statements Yuliati, as integrated thematic teacher in class 3:
Semua guru kelas sudah menyepakati di rapat awal tahun ajaran.
Bahwa kegiatan yang langsung berhubungan dengan praktik itu
harus ada jam nya tersendiri. jadi ketika di kelas pembelajaran
tematik, itu hanya materi saja. Ketika harus praktik itu ada jam
tersendiri. Hari selasa ada PJOK dan kamis SBdP dan
ketrampilan97
.
97
Result from interview to integrated thematic teacher at 25 march 2017
66
The teacher do this to make learners achieve the learning
objectives in subject PJOK and SBdP maximum, and can be able to
provide the direct experience also add skills to learners. Below is a
table of organizing the schedule of lessons in class 3.
Table 4.8
Lesson Schedule At Class 398
Time Monday Tuesday Wednes
day
Thursday Friday Saturday
08.00-08.35 Tematik Tematik Tematik Tematik Agama Senam
08.35-09.10 Tematik Tematik Tematik Tematik Tematik Outing class
Rest
09.30-10.05 Tematik Pjok Tematik Sbdp pramuka Outing class
10.05-10.40 Agama Pjok Tematik Sbdp pramuka Outing class
Rest
11.00-11.35 Eskul
musik
Mewarnai Menari keterampilan
11.35-12.10 Eskul
music
Mewarnai Menari keterampilan
Based on table above, subjects Schedule table, it can be seen
that the organizing 1 hour lesson consists of 1 x 35 minutes. In one
week there are 12 hours of integrated thematic lesson. Each day after
second break the learners no longer studied in the classroom but do
extracurricular activities.
In organizing the turn hours of lesson, there is no special
indication (bell). This is because Idayu 1 difable primary school
located in residential and school building are not too large. So teachers
minimize using the bell. In addition, the use of the Bell is considered
able to create a ruckus and disturb the concentration of another class
98
Result from documentation at 29 march 2017
67
lesson which has not been a break. As stated by Mrs. Anis as school
principal:
Disini tidak ada bel. SDLB Idayu kan berada di kompleks, jadi
kita menjaga ketertiban. Ditakutkan juga perhatian siswa akan
teralih ketika mendengar bunyi-bunyian bel99
.
However, the teacher at the beginning of each semester is
always providing socializing the lesson schedules to learners and
sticking to a schedule of lessons so that learners know when time for
rest and turn of the lesson. As well as knowing what will be learn in
the next day. As said by the teacher integrated thematic and principal:
Tapi anak-anak sudah tau jadwalnya karena sejak awal
semester sudah diberikan oleh siswa, dan ditempel di buku
siswa. Untuk bunyi bel, disini tidak ada.100
sejak awal semester pasti setiap guru kelas sudah saya
amanahkan untuk mensosialisasikan mata pelajaran yang akan
dipelajari di semester ini. Biar mereka tahu kapan harus
meninggalkan ruang kelas dan kapan pelajarannya selesai101
b. General Organizational Management Class
In addition to teaching and learning activities related to
integrated thematic learning, there are other organizing routine
activities performed by learners and teachers namely extracurricular
activities and routinely Saturday (outing class).
Extracurriculars that are in Idayu 1 difable primary school is
divided into two section. first, mandatory, namely Scouts. Second,
99
Result from interview to school principal at 11 march 2017 100
Result from interview to integrated thematic teacher at 25 march 2017 101
Result from interview to school principal at 11 march 2017
68
extracurriculars talent and interest they are: music, drawing, dancing
and skills (like seewing). The whole learners are allow in following all
the extracurriculars. Like what the school principal said:
Ekstrakulikuler yang ada di Sini. ekstrakulikuler wajib, yaitu
pramuka. ekstrakulikuler bakat minat: musik, mewarnai,
menari dan ketrampilan102
Picture 4.5
The Learners During Extracurricular Music103
In organizing extracurricular activities, school provided its
own teachers that will teach it. Most of the teachers are the learners
majoring in education of State University of Malang (UM). whom
special come to school teach the extracurricular activities. the
extracrrriculars which need teachers from outside include: music,
skills, and Scout.
Semua ada gurunya khusus. Kebanyakan dari mahasiswa
PLB UM.104
102
Result from interview to school principal at 17 march 2017 103
Result from documentation at 1 April 2017 104
Result from interview to school principal at 11 march 2017
69
Not only learners, teachers also have a regular activity
namely learning to dance on Tuesday. Teachers learn to dance
according to what it is on the of integrative thematic lesson
competencies in SBdP. When on Tuesday teachers have learned to
dance with bringing teachers from outside, then on Wednesday, the
learners trained by the teacher of the class to dance. This is done to
minimize the school’s budget. As head of the school said:
Kalau misalnya guru yang di ajarkan, cukup 3-5 pertemuan,
tetapi kalau siswanya, itu membutuhkan banyak pertemuan.
Karena kelas yang di ajar dari kelas 1-6. tentu tidak efektif
dan membutuhkan banyak biaya. Sehingga, saya
mendatangkan guru dari luar hanya untuk melatih guru.
Nantinya guru kelas yang akan melatih peserta didiknya
sendiri-sendiri105
.
Special on Saturday activities routinely is outing class. But
not always do that activities, sometimes on saturday replaced
by other activities. For frstand third Week in fill by doing outing
class. While the second and fourth week fill by other activities like
drawing, playing music or sports. As said by the head of school:
Ada, yaitu kegiatan ekstrakulikuler. Kegiatan
ekstrakulikuler nya ada menari, musik, pramuka, olahraga,
mewarnai dan keterampilan. Selain ekstrakulikuler, hari
sabtu juga ada kegiatan rutin yaitu outing class. Outing
class itu kita keluar semua siswa dan guru, entah pergi
berenang atau ke taman kota. Hanya saja outing class itu
untuk minggu 1 dan 3,kalau minggu 2 dan 4 kita isi dengan
ekstrakulikuler yang lain.106
105
Result from interview to school principal at 11 march 2017 106
Result from interview to school principal at 11 march 2017
70
Outing Class has its own objectives. That activities aims to
introduce learners to other life except at home and school. So than
such activities could add learning experience for learners. Learn
with playing very effectively to the development of psychiatric
specialized difable learners whom have mental radartion. As said
by teachers of integrated thematic and school’s principal:
Agar siswa nya tahu bagaimana lingkungan diluar rumah
dan sekolahnya. Juga untuk menambah pengalamannya
anak. Anak-anak apalagi kalau abk, senang sekali diajak
kegiatan keluar.107
tujuannya utamanya untuk membangun mentalnya anak-
anak. Agar terbiasa berinteraksi dengan orang-orang
banyak, tidak harus minder atau ketakutan. Untuk
menambah pengalamannya anak-anak. Juga biar semakin
dekat dengan guru nya.108
The obstacles encountered in of this routine activities is, learners
are rarely attend to school, if the routine activity on Saturday is not
the outing class. To minimize this condition teacher doing innovations to
make the learners interesting, so that learners want come to school, such as
drawing with walking around the Park of the complex of Graha
Permata sulfate.
Here is a chart that researchers create to map out the problems in
the organizational management of class in the integrated thematic learning
at Class 3 of Idayu 1 Difable Primary School of Malang as well as general
107
Result from interview to integrated thematic teacher at 25 march 2017 108
Data hasil wawancara pada kepala sekolah tanggal 17 maret 2017
71
management of organizational class. belong with preventive action carried
out by the classroom teacher and the school.
Table 4.9
Obstruction in Organizational Management of Class
Based on the data findings of the researcher about organizational
management class, then research results for a while is that organizational
arrangements in the class 3 of Idayu 1 difable primary school of Malang is
already good. Teachers already have set lesson schedules integrated in
study about integrated thematic learning which colaborated with
extracurricular activities. It is also the setting for the learning activities that
require practice has been set for give more lesson. In addition to learning
Obstruction in the organizational management of class in the
integrated thematic learning at Class 3 of Idayu 1 Difable
Primary School of Malang
In integrated thematic
learning General organizational
There is no sign for turn
of lesson Estimate for routine
activity is limited
Make lesson schedule
and show it in front of
the class also give
socialization to learners
Dance teacher train the
classroom teacher, then
classroom teacher teach
the learners
Time for Outing class is
first and third weekend.
Another weekend fill by
extracurricular.
72
integrated thematic activities, there are also other routine activities in the
form of an outing class which is a special program of the school to build
a psychic condition their learners who does have disability.
73
CHAPTER V
DISCUSSION
1. The Physical Management of Class In The Integrated Thematic
Learning at Class 3 of Idayu 1 Difable Primary School of Malang
In this chapter the researcher will explain in a descriptive
discussion of the data and discuss the results of research on Idayu 1
Difable Primary School, based on research roadmap with the next theory
researchers analyze the data to find the point of intersection.
Classroom management by teacher at class 3 who is also teacher at
thematic integrative be in mutual accord with characteristic as an educator
and class manager in accordance with the theory proposed by Ivor K.
Davies. as follows:
a. Planning.
This is the job and assignment of an educator to arrange and
develop the learning objectives.
b. Organizing
This is the job and assignment of an educator to organize and
make connection the learning resources, thus will give shape the
objective learning be effective and efficient learning.
c. Leading
This is the job and assignment of an educator to motivate,
encourage and stimulate learners. So that they are ready to achieve
learning objectives.
d. Supervising
This is the job of and assignment an educator to determine
whether her function in organizing and leading the class has
succeeded in realizing the learning objective that has been
formulated109
.
109
Ivor K Davies, Pengelolaan Pengajaran, (Jakarta: Rajawali Press, 1987). Page. 35
74
In order to manage the physical school, The school should have a
good and beautiful buildings which that not only stimulate the learning
processing but is also a vital center of people's lives. Infrastructure in
Idayu 1 Difable Primary School has a building which the Organization as
follows:
a. A main hall for classrooms
b. A room for library and reading room
c. A field outside the building to play and sport
d. A room for the principal and teachers
e. Education facilities which based on technological advancement.
Thematic integrative learning basically designed by integrating
components of the multiple subjects into a theme. Consequently, all the
tools which needed for all subjects must be available, at least each of
the tools for one subject and can be used together in the class.
So are the tools used in the class should be portable or mobile. The
meaning is could be easily making a move in accordance with the needs of
an effective classroom management. When the learning should be outside
classroom so, requirement which related to the thematic integrative
learning should be available anyway. In order to
make the thematic integrative learning can be done well110
.
Thematic integrative learning concepts that exist in Idayu 1 Difable
Primary School of Malang not only utilize the classroom as a place
110
Abd. Kadir, Hanun Asrohah. Pembelajaran Tematik, (Jakarta: PT
RajagrafindoPersada, 2014). Page. 28
75
of learning process, but also utilizes the surrounding environment which
purpose to make learners can obtain learning experiences directly.
In the same manner, according to the Abd. Kadir and Asrohah are
one of the characteristics of integrated thematic learning is give learning
experience directly so that learners experience the lesson process, from
preparation until making a product. That moment can only happend if the
learners faced the real situation which that mean around environment the
learners111
.
According to Dr. Hamzah and Nurdin, the learning environment
has several advantages, including the following:
a. Learners be brought directly into the concrete world of
comprehension of learning concept
b. the environment can be used at any time
c. do not need cost, because all available by nature environment
d. easily accepted by learners because the nature is concrete
e. increase learners motivation
f. a comfortable atmosphere will avoid saturation in the learning
process
g. makes it easy to control the bad habits of learners
h. open opportunities learners to their imagination
i. the concept of learning is not monotonous
111
Ibid, Page 22-23
76
j. learners more freely in thinking112
Setting the seat position in order to create a conducive learning
environment especially in the integrated thematic learning used by teacher
class 3 Idayu 1 Difable Primary School of Malang and this is the same as
the learning plans by Tytler, which says:
a. provide an opportunity to learners to interpose their opinion with
their own language
b. allow learners to think about their experiences so as to be more
creative and imaginative
c. provide an opportunity to learners to try a new idea
d. giving experiences that relate to ideas that have been owned by the
learners
e. encourage learners to think about their idea of change
f. create a conducive learning environment113
.
Thematic learning in Idayu 1 Difable Primary School of Malang
able to develop the learners potential, as With Abd. Kadir, that thematic
learning that should be develop the potential of learners such as:
a. develop learners aspirations
b. provide fun and challenging learning
c. provide enough room for creativity
112
Hamzah B Uno, Nurdin Mohamad. Belajar Dengan Pendekatan Pailkem:
Pembelajaran Aktif, Inovatif, Lingkungan, Kreatif, Menarik, (Jakarta: Bumi Aksara,
2011). Page. 146-147 113
Abd. Kadir, Hanun Asrohah. Pembelajaran Tematik, (Jakarta: PT
RajagrafindoPersada, 2014). Page. 21
77
d. develop attitudes of independence appropriate talents, interests and
psychological development of learners114
Managemnet Physical classroom with classroom that separatewith
bamboo curtain are sometimes made learners not focus in learning. They
prefer to look to the next class or other activity which is theiy reasonably
more pleasant.
But, Teacher at class 3 anticipate that condition with make seating
position arrangements that pattern L in order to control the learner's
attention. And teacher also often admonished her learners directly in order
to make the learners return to focus the lessons in their class.
If learners do not pay attention to learning, of course the learning
process will be disturbed. According to the Good and Brophy in Hamzah
and Nurdin, the best way to ask for the learner's attention is by directly,
clearly and precisely. Teacher could ask through the views, expressions,
movements, and simply and directional verbal115
.
2. The Socio-Emotional Management Of Class In The Integrated
Thematic Learning At Class 3 Of Idayu 1 Difable Primary School Of
Malang
Classroom teacher who is also a of thematic integrative teacher at
class 3 of Idayu 1 difable primary school of Malang is always trying
114
Ibid, Page 195 115
Hamzah B Uno, Nurdin Mohamad. Belajar Dengan Pendekatan Pailkem:
Pembelajaran Aktif, Inovatif, Lingkungan, Kreatif, Menarik, (Jakarta: Bumi Aksara,
2011). Page. 188
78
to build a learning atmosphere that is comfortable and peaceful setting in
order to create a good social relationships between teachers and learners as
well as between learners. The teacher leads the class with democraticly.
Teachers receive opinion from learners to complete the teaching and
learning process in the classroom.
Teacher competencies include: performance, be a mastery in
professional and academic, mastery of academic material, the mastery of
skills and work process, mastery interactional adjustment and personality.
According to Donald Medley, the teacher's teaching style refers
to the ability of teacher to create a classroom climate116
. Lippit and White
in Syamsu, classify teaching styles into three categories, namely: 1)
Atoritarian, 2) democracy and 3) laissez-faire117
. Style of teaching being
applied in class 3 at Idayu 1 Difable Primary School of Malang is
democracy.
Democracy is a teaching style in which teachers encourage or
engaging learners to participate in learning activities and exchanging ideas
in decision making. Lipit and White in Syamsu, showned how
that learners which educated with the democracy teaching style in learning
process are more friendly attitude, willing to work together, and can do the
school assignments on time118
.
116
Syamsu Yusuf, Nani M. Sugandhi, Perkembangan Peserta Didik, (Jakarta: Pt
Grafindo Persada, 2011), Page. 139-140 117
Ibid,Page 141 118
Ibid,Page 141
79
The activities of interaction between teachers with learners at class
3 Idayu 1 Difable Primary School of Malang was dominated by verbal
interaction (communication). Researchers found that communications in
there have in common with the basic verbal communication theory belongs
to Arno Bellack. He classify basic verbal behavior. That named 'moves'
which are divided into 4 types as follows:
a. Structuring Moves
Concerned with the beginning interaction between teachers
with learners. Like to introduce the topic of the material will be
discussed or etc. In this case, at class 3 Idayu 1 Difable Primary
School of Malang , teachers always has been make apperception
before starting the learning process.
b. Soliciting Moves
Designed to stimulate verbal response or physical response.
Such teacher ask questions about a curtain topic in order to
encourage the learners to respond it. As have been happened at
class 3 Idayu 1 Difable Primary School of Malang when thematic
integrative learning, is always two-way communication. Integrated
thematic teachers always give questions to each learner in turn or
invite the learners to make a question to the teacher.
c. Responding Moves
Is the learners response after teacher give soliciting moves.
In thematic integrative learning, learners trying to answer the
80
teacher questions well and true in accordance with the knowledge
their had.
d. Reacting Moves
Function as to modify or clarify the third 'moves' or
behavior above119
. Where the teacher stand attention in the learning
process to consider all her learners actively responded to learning
process and thematic integrative learning can going on orderly
until they reach the learning objectives.
To establish a good socio-emotional atmosphere of thematic
integrative learning at class 3 Idayu 1 Difable Primary School of Malang
the teacher always seeking for models of learning models that could
makes existence of direct interaction between teacher with learners and
between learners themselves. Researcher analyze that there are similarities
to the learning model used in class 3 Idayu 1 Difable Primary School of
Malang with direct learning model (explicit instruction).
According to Rosenshina and Stevens in Hamzah and Nurdin, said
that direct learning specifically designed to develop learners science about
declarative knowledge and procedural knowledge which taught by teacher
step by step.
Directly learning model makes existence of active interaction
between teacher and learners. The steps in thematic integrative learning
with this model are as follows:
119
Ibid, Page 144
81
a. Deliver the objectives learning and prepare the learners
b. Demonstrate the knowledge and skills lesson
c. Guide for trainings
d. checking for learners understanding and feedback
e. provide opportunities to learners for advanced practice120
Effective communication in thematic integrative learning process
includes clearly presentation, smooth in talking, the interpretation of
abstract ideas with examples, good speech abilities (intonation, tone and
expression) and the ability to hear and listen121
.
In this case, Yuliati, as the learning teacher in thematic integrative
learning in building effective communication in the classroom has been
implementing the principles above. Which at the learning process teacher's
voice sounded clear, teacher communicate with aplomb, teacher is able to
explain something abstract as well, and the voice of the teacher can guide
the learners to understanding the learning.
In addition the interaction between the teacher with her learners,
there is also the interaction between learners with other learners. The
ability to socialize each learner certainly different. It condition is based on
the psychological and physical factors of the learners. Mocking each
other between learners in class 3 Idayu 1 Difable Primary School of
120
Hamzah B Uno, Nurdin Mohamad. Belajar Dengan Pendekatan Pailkem:
Pembelajaran Aktif, Inovatif, Lingkungan, Kreatif, Menarik, (Jakarta: Bumi Aksara,
2011). Page. 127 121
Ibid, Page 180
82
Malang is one form of a way of socializing in the class , this condition is
not good for the development of the learners.
However, the learners in class 3 always responded it as one of the
delightful humour. so they are laughing together and there is no behavior
that makes learners fight physicly. The behavior someone learner who
sometimes also shows an attitude of revenge behaviour. actually what was
he do not based on the direct awareness. But because of disability in that
child causing what he did was abruptness. in fact, there is no purpose to
hurt his friend.
3. The Organizational Management of Class In The Integrated Thematic
Learning At Class 3 of Idayu 1 Difable Primary School of Malang
Generally, classroom organizing in integrated thematic learning of
Idayu 1 Difable Primary School of Malang have been followed the
guidelines of the Government, in the form of make preparation learning
(lesson plan). which the lesson plan will be design 1 week before the
learning process. It makes the teachers in integrated thematic of Idayu 1
difable primary school has carefully preparations when starting the
learning in the classroom because she has been organizing the learning
activities in such a way away the previous day.
The teacher must understand that to create a fun learning and
learner’s enthusiastic in following the learning process, she should be able
to implement the strategy components and designing the learning process.
83
So, the teaching and learning process can reach the objective. To make an
effective and efficient learning processes teachers should pay attention
to some components of the learning design process. The components of the
learning that has been set up the previous week by teacher are:
a. Learning Activities Introduction
Teachers say salam, deliver learning objectives and do
apperception
b. Delivery of Information
In order of delivery learning materials are provided on the
arranging in phase of thinking. from things that are concrete
to things that are abstract.
c. Learner’s Participation
The learning process will be more successful if the learners are
actively conducting directly interaction and relevant to the learning
objectives.
d. Test
Execution of the tests conducted at the end of the study after the
learners through the learning process or receive the material.
e. Follow-up Activities
Follow up of a learning when learners receive different follow-
up as a consequence of the results of the study122
.
122
Hamzah B.Uno. Model Pembelajaran Menciptakan Proses Belajar Mengajar Yang
Kreatif Dan Efektif, (Jakarta: Bumi Aksara,2007), Page. 3
84
In addition to organizing the learning, teachers also organize the
learners. In organizing the learners when thematic integrative learning, the
teacher always trying to give objectives direction they should get to make
same understanding. Also in giving some exercise, teacher always ask her
learners to do it together.
The learning model used by teacher has similarity with
cooperative learning. Which according to Egge in Hamzah and Nurdin,
cooperative learning is a teaching and learning strategies that teacher used
in order to help each other in learning something123
.
Cooperative learning model which used the teacher can assist
teachers in achieving the learning objectives and being able to make
learners appreciate the differences and accept diversity. Some criteria of
cooperative learning model been used in integrated thematic learning in
class 3 Idayu 1 difable primary school of Malang, as stated by Hamdani,
who said that things which have to be complied the cooperative learning
model are:
a. Learners have a same goal that must be achieved
b. solve the problem in learning to achieve success in it is the
responsibility of learner who are members of a group
c. Learners interact actively discussing the issues at hand124
.
123
Hamzah B Uno, Nurdin Mohamad. Belajar Dengan Pendekatan Pailkem:
Pembelajaran Aktif, Inovatif, Lingkungan, Kreatif, Menarik, (Jakarta: Bumi Aksara,
2011). Page. 107 124
Hamdani. Strategi Belajar, (Bandung: Pustaka Setia, 2011). Page. 165
85
Organizing Integrated thematic learning that go on in the
classroom, have fulfill several of learning principles for effective
learning. Here are the basic principles:
a. Attention
learners are required to give attention to all stimuli that lead to
achieve learning objectives.
b. Motivation
Motivation is the result of effective learning. If the learning is
effective, interesting and helpful in accordance with the interests
and needs of the learners, it will increase learners involvement in
the learning process
c. the liveliness
Liveliness or initiatives must come from the learners themselves.
The teacher’s role only as simply supervising and guide.
d. direct involvement or experience
The best learning is through direct experience. In the learning,
learners not only observe, but must live up to, directly involved
and responsible for the process and the results.
e. Repetition
Repetition is the principle of learning that are orientated to the
adage "more practice makes perfect".
86
f. Challenges
Kurt Lewin in the Hamzah and Nurdin said that a learner who
studying is trying to learn in field (challenge) psychological,
i.e. facing the goals that must be accomplished.
g. Strengthening
In the learning, learners will be more excited when knowing it will
get results (reverse/strengthening) of fun. That’s charachteristic
from child specially difable child.
h. Individual Differences
It is influential to the ways and the learning results of a learner.
Teachers should pay attention on the different of the capabilities
and characteristics of each her participant125
.
In addition classroom organizing in thematic integrated learning,
there is Innovation in Idayu 1 difable primary school that
implement outing class is as one of the effective ways to give direct
experience especially in difable learners. Piaget and Vygotsky said that
playing is closely related to the representation (imagery), i.e on how
children describe the world and express their needs126
.
In learning with playing as done by learners in Idayu 1 difable
school, children can learn a lot of things. Receive, how to express, learn
about social behavior, learning to appreciate and care to others and many
more. Although it learners consists of children with mental retardation
125
Ibid, Page. 191-197 126
Ibid, Page. 124
87
and visual impairment disability, school always organize the learners in
order that participants are able to develop their talent and interest in. this
can be seen from the large number of extracurricular activities that exist
in there.
Idayu 1 difable school is develop learners talent and interest in to
becomes a skilled learners in the work as stated in mission of the school.
Idayu 1difable primary school is sticking to the Constitution of the
Republic of Indonesia in 1945 verse 31 which provides that every child
has the right to obtain a decent education127
. also the Constitution of the
Republic of Indonesia No. 8 year 2016 which guarantees education for
people with disability.
Program organizing in develop talent, interests and abilities
of learners at school also refers to the Constitution of the Republic of
Indonesia No. 20 year 2002 about the protection of the child verse 9 which
provides that every child has the right to obtain education and teaching in
the framework to developing of their personality and intelligence level in
accordance with the interest and talents128
. As well as Act No. 20 year
2003 about the national education system chapter V verse 1-b which States
that every learner on each unit of education are entitled to educational
services in accordance with the talents, interests and ability129
.
127
Undang-Undang Republik Indonesia pasal 31 tahun 1945 tentang Pendidikan 128
Undang-Undang Republik Indonesia no. 20 tahun 2002 tentang Perlindungan anak
pasal 9 129
Undang-Undang Republik Indonesia no. 20 tahun 2003 tentang Pendidikan
Nasional
88
Not just organizing the program, Idayu 1 difable primary school
also complete the facilities for that activities (extracurricular). By bring
special teacher who competent for teaching the learners and supporting
infrastructure such as musical instruments, sewing equipment, drawing
equipments and more
Generally, classroom organizing at class 3 in there a little bit
disturbed because there is a learner who did not fill the disability
category of Idayu 1 difable primary school which is a school for learners
with mental retardation (Tunagrahita) or C classification. Everything at
there has been arranged in such a way by the school to conform to rules
which set by the Government and gives a meaningful learning for their
learners. one of the rule is to implement the curriculum 2013 for mental
retardation learner and making innovations learning such a class outing for
the learners.
There are very significant differences among learners with a
disability mental retardation and learners with a disability who are blind.
Some characteristics of learners with mental retardation are:
a. have a problem relating to the characteristics of the learning
b. have a problem in the language and pronunciation
c. have problems in physical health
d. less capable in communicating130
Where as the characteristics of learners who are blind are:
130
Bandi Delphie. Pembelajaran Anak Berkebutuhan Khusus, (Bandung: PT Refika
Aditama, 2006). Page. 17
89
a. learners with Visual impairment have a vision use his body
motorical (hand and foot) to know the objects around it.
b. use sensorical senses to feel the difference (recognize) the object
which his touch.
However teacher at class 3 Idayu 1 difable primary school trying
to balance the presence of the blind learner with mental retardation
learners, so that every learner can reach the objectives they can acquire
new knowledge from what have been learned in steps which organized
systematically by teachers of integrated thematic learning.
90
CHAPTER VI
CLOSING
A. Conclusions
1. The Physical Management Of Class In The Integrated Thematic
Learning At Class 3 Of Idayu 1 Difable Primary School Of
Malang
The physical management includes: management class 3
room which sized 2m x 2 m, and fringed with bamboo booths. The
layout of the seating of learners forming the letter L. The settings
window and ventilation which appropriate for fill the learner need
(blind learner).
There are rack and cuppboard to manage the learning facilities
that are in the class 3 are portable. The existing learning media
including flower vase, folding paper, weights, other forms of money
which used in integrated thematic learning. And learning resources
that exist include integrated thematic book learners and teachers.
2. The Socio-Emotional Management Of Class In The Integrated
Thematic Learning At Class 3 Of Idayu 1 Difable Primary School
Of Malang
Management interaction between teacher integrated thematic
with the learner in Idayu 1 difable primary school is active, direct
interaction and verbally. Teacher be democratic. Teachers also
admonish learners who are not paying attention to the lesson. Between
91
learners, often mocking each other's capabilities and
limitations. Sometimes a learner show seeking of revenge behaviour,
but he did not do that for hurting his friend.
3. The Organizational Management Of Class In The Integrated
Thematic Learning At Class 3 Of Idayu 1 Difable Primary School
Of Malang
In organizing the learning, teacher is always arrange a draft
of implementation learning (lesson plan) one week before.
Management general organizational activity is the other routine
activities except the learning process. These routine activities includes
the series of extracurricular activities which are: the duty
extracurricular: is scout, and interest and talent curricular are: dancing,
music, drawing and skill develop. Also there is outing class on first
and third week in a month on Saturday.
B. Suggestions
1. For Integrated Thematic Teachers And School Principal
a. Should set up and manage learners professionally and refers to the
concept of a whole the management of the classroom. And always
trying to find creative solutions in solving the problems in
managing the classroom especially integrated thematic learning
which the main learning at primary school so the learning process
92
can achieve its goal and increase the knowledge and experience
of the learner.
b. School Should involve the community and parents of learners in
organizing the learning or other routine activities in order to achieve
the maximum educational purposes.
2. for the education Practitioner
In the manage classes that are conducive not apart from restricting
factor and endowments factor. It is recommended to always maximize the
factors restricting and minimize the factor endowments refer to ideal
management classroom guidance to make teacher easy and also learners
during the learning process.
93
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Undang-Undang Republik Indonesia pasal 31 tahun 1945 tentang Pendidikan
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(Jakarta: Pt Grafindo Persada).
Zulfiani Dkk. 2009. Strategi Pembelajaran Sains, (Jakarta: Lembaga Penelitian
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96
STUDENT BIODATA
Name : Hanan
Date and Place of Birth : Jakarta, 14 April 1995
Fac./Study Program : FITK,/PGMI
Entrance Year : 2013
Address : Jl. Pertiwi, Medan-Bt. Kuis
Contact : +628978074420
Email : [email protected]
97
APPENDIX
98
Appendix I
99
Appendix II
Data Siswa kelas 3 SDLB Idayu 1
A. Siswa 1
1. Nama Lengkap : Khalifah Syah At Thala
2. Nama Panggil : Kaka
3. TTL : Grobongan, 08-06-2006
4. Usia : 11
5. Alamat : Jl. Saran, gg. 3E/33
6. Disabilitas : C (Tunagrahita)
7. Tahun masuk : 2016
8. Keterangan : Pindahan
B. Siswa 2
1. Nama Lengkap : Rizal
2. Nama Panggil : Rizal
3. TTL : Malang, 06-01-2007
4. Usia : 10 tahun
5. Alamat : Jl. Ikan Kakap no. 2
6. Disabilitas : C (Tunagrahita)
7. Tahun masuk : 2013
8. Keterangan : -
C. Siswa 3
1. Nama Lengkap : Kayla Nabila Putri Isnaini
2. Nama Panggil : Kayla
3. TTL : Malang, 20-11-2005
4. Usia : 12 tahun
5. Alamat : Jl. Seruni no. 94
6. Disabilitas : C (Tunagrahita)
100
7. Tahun masuk : 2013
8. Keterangan : -
D. Siswa 4
1. Nama Lengkap : Rafli Muhammad
2. Nama Panggil : Rafli
3. TTL : Malang, 16-08-2006
4. Usia : 10 tahun
5. Alamat : jl. Warinoi II, no. 89
6. Disabilitas : A (Tunanetra)
7. Tahun masuk : 2016
8. Keterangan : Pindahan
101
Appendix III
Data Kepala sekolah SDLB Idayu 1
1. Nama : Anis Damayanti, S.Pd
2. TTL : Malang, 07-10-1986
3. Usia : 31 tahun
4. No. Telephone : 081336729354
5. Alamat : Jl. Wiroto no.40
6. Pendidikan terakhir : S1 Pendidikan Luar Biasa(PLB) UM.
7. Tahun jabatan : 2014-sekarang
Data Guru Kelas SDLB Idayu 1
1. Nama : Yuliati Palupi Asri
2. TTL : Malang, 11 juli 1976
3. Usia : 40 tahun
4. No. Telephone : 085655539433
5. Alamat : Pondok Blimbing Indah Blok C no. 6
6. Pendidikan terakhir : S1 Pendidikan Luar Biasa (PLB), UNESA
7. Tahun jabatan : 2006- sekarang
102
Appendix IV
Transkrip Wawancara
Informan : Yuliati Palupi Asri
Tanggal : 18 Maret 2017
Keterangan : Guru kelas 3
1. Berapa jumlah siswa kelas 3 di SDLB idayu1?
Jumlah siswa kelas 3 untuk tahun ajaran 2016/2017 ada 4 orang siswa.
1orang perempuan, dan tiga lainnya laki-laki
2. Bagaimana Kondisi fisik siswa kelas 3?
Untuk kondisi fisik, tidak ada siswa yang mengalami cacat fisik. kecuali
seorang anak, namanya Rafli, dia tunanetra
3. Bagaimana kondisi psikis siswa kelas 3?
Secara umum, kondisi psikis mereka memang agak kurang. Karena
mereka adalah anak-anak dengan penyandang tunagrahita. Jadi memang
mereka agak terlambat proses dan kemampuan berfikirnya
4. Apakah ada jadwal piket kebersihan di kelas 3?
Jadwal piket ada
5. Apakah siswa ikut terlibat dalam pembuatan jadwal piket
kebersihan?
Iya siswa saya libatkan dalam pembuatan piket. Jadi mereka memilih, mau
piket hari apa. Tapi, saya buat piketnya hanya hari senin sampai kamis,
karena mereka hanya ber empat, sehingga satu hari 2 anak yang bertugas
piket. Satu anak melaksanakan piket 2 kali dalam 1 minggu.
103
6. Bagaiman cara guru mengatur posisi tempat duduk peserta didik di
dalam kelas?
Karena ada salah satu anak yang bukan tunagrahita, si rafli, dia tunanetra,
maka saya mengaturnya berdasarkan ketunaannya mereka. Seharusnya
rafli di sekolah SLB A yang untuk tunanetra, karena proses belajar
mengajarnya jauh berbeda. Dia tidak bisa melihat, hanya mendengar. Jadi
saya menempatkan Rafli di sudut ruangan. Pas di sebelah saya. Sedangkan
anak-anak di depan saya.
7. Apakah siswa ikut terlibat dalam pengaturan tempat duduk di dalam
kelas?
Tidak, siswa tidak ikut mengatur posisi duduk mereka.
8. Bagaimana cara guru mengatur tata letak barang-barang di dalam
kelas
Biasanya untuk media pembelajaran saya taruh di lemari, jadi kalau butuh,
siswa bisa ambil sendiri di dalam lemari, saya juga menaruh barang-
barang tidak terlalu jauh dari kelas. Agar siswa mudah mengambilnya.
Seperti kertas origami, lem, globe, bunga, itu semua ada di dalam lemari.
Atau ada juga yang di atas lemari. Sekalian dibuat untuk pajangan.
9. Bagaimana interaksi guru dengan peserta didik?
Interaksinya ya padasaat pembelajaran di kelas. Interaksinya selain di
kelas, setiap pulang sekolah pasti saya ajak secara individu siswa, jika
siswa tersebut hari ini dalam pembelajaran tidak maksimal. Saya ajak ke
ruang bina diri, saya tanyain, saya ajak nyayi, biar besoknya dia semangat
lagi
10. Apakah guru selalu memberikan motivasi semangat belajar dan
penanaman disiplin kepada peserta didik?
Seperti yang anda lihat saat pembelajaran tadi. Ya saya selalu memberikan
motivasi dan penanaman sikap disiplin diri kepada anak-anak
11. Bagaimana cara ibu menyampaikannya?
Biasanya di sela-sela proses pembelajaran. Atau di saat saya bersama
siswa di ruang konseling. Saya menyampaikannya langsung ke anaknya.
104
12. Apakah ada pertanda untuk pergantian jam pelajaran?
Tidak ada. Tapi anak-anak sudah tau jadwalnya karena sejak awal
semester sudah diberikan oleh siswa, dan ditempel di buku siswa. Untuk
bunyi bel, disini tidak ada.
13. Ada berapa mata pelajaran yang membuat siswa harus berganti
ruangan?
Untuk serangkaian pelajaran, yang mengharuskan siswa keluar kelas
hanya dua mata pelajaran, yaitu SBdP dan olahraga. Dua pelajaran ini
Tidak dipisah, hanya diberi jam lebih. Semua guru kelas sudah
menyepakati di rapat awal tahun ajaran. Bahwa kegiatan yang langsung
berhubungan dengan praktik itu harus ada jam nya tersendiri. jadi ketika di
kelas pembelajaran tematik, itu hanya materi saja. Ketika harus praktik itu
ada jam tersendiri. Hari selasa ada PJOK dan kamis SBdP dan ketrampilan
Kalau yang lain, pembelajarannya di kelas. Kecuali esktrakulikuler,
mereka sudah punya ruang karya siswa sendiri di depan perpustakaan.
14. Apakah ada arahan khusus/ tanda jika peserta didik harus
meninggalkan ruang kelas?
Tidak ada arahan khusus, kalau olahraga dilaksanakan hari sabtu, ya hari
sabtu saya sudah mengumpulkan anak-anak sejak pagi di bawah, untuk
melaksanakan olahraga disekitar komplek perumahan.
15. Adakah kegiatan yang rutin dilakukan selain kegiatan belajar
mengajar?
Ada. Senin belajar musik, selasa guru dilatih nari oleh pengajar dari luar.
Hari rabu guru yang melatih nari siswanya. Hari kamis keterampilan atau
mewarnai. Ada guru keterampilannya sendiri dari luar. Hari jumat
pramuka, ada guru dari luar juga. Untuk hari sabtu itu kegiatannya banyak,
biasanya di ganti-ganti. minggu 1 outing class, jadi siswa diajak keluar,
minggu ke 2 olahraga. dan seterusnya ya bergantian.
105
16. Apa tujuan dari kegiatan outing class ?
Agar siswanya tahu bagaimana lingkungan diluar rumah dan sekolanya.
Juga untukmenambah pengalamannya anak. Anak-anak apalagi kalau anak
abk, senang sekali diajak kegiatan diluar.
17. Apakah pengelolaan kelas saat ini mampu memudahkan kegiatan
belajar bagi peserta didik?
Iya, Tahun ini memang kelas 3 mendapat bagian kelas di sudut ruangan,
karena bagian sudut ruangan itu tidak terlalu lebar. Siswa kelas 3 tahun ini
juga tidak ada yang hyper. Sehingga tidak harus berada di ruangan
tertutup. Saya kira cukup memudahkan siswa dalam kegiatan belajar
mengajar. maka dari itu kenapa tempat duduknya saya atur. Biar kegiatan
belajar bisa memudahkan buat mereka.
18. Apakah pengelolaan kelas saat ini mampu menciptakan suasana sosial
yang baik di dalam kelas?
iya. mereka rukun, tidak ada yang bermusuhan. Tidak berkelompok-
kelompok juga.
19. Apakah kelas/ sekolah menyediakan fasilitas serta perabot belajar
yang mendukung proses pembelajaran bagi peserta didik?
Iya, tentu. Beberapa alat memang sengaja di taruh di kelas untuk dijadikan
media atau mendukung pembelajaran. Tetapi itu untuk yang tunagrahita.
kalau yang tunanetra sendiri, sebenarnya dia tidak masuk disinikan, tetapi
saya beri pengarahan lisan, biar dia bisa mendengarkan. untuk medianya
khusus tidak ada.
20. Bagaimana cara guru membimbing dan membina peserta didik?
Dibimbing ya pada saat pembelaran atau saat istirahat. karena disitulah
guru bertinteraksi dengan siswa. Kalau membina, itu sama seperti tadi, ada
waktunya khusus sendiri di ruang bina diri.
106
21. Adakah peserta didik yang berkelahi dengan temannya?
Sejauh ini tidak ada siswa yang berkelahi sampai saling memukul, mereka
hanya mengejek satu sama lain. Hal seperti itu disini biasa. seperti
bermain bersama temannya
22. Bagaimana cara guru menyikapi hal tersebut?
Kalau yang saling mengejek ya, itu dibiarkan saja selama ini. Karena itu
dianggap sebagai interaksinya dengan temannya. tidak ada yang
tersinggung. Itu untuk mereka sebagai bahan lelucon
23. Apakah ada rapat tertentu yang membahas tentang pengelolaan
kelas?
Ada, setiap awal tahun ajaran baru.itu membahas tentang pembagian kelas,
analisis ketunaannya siswa, kegiatan pembelajarn dan kegiatan rutin hari
lainnya.
24. Hambatan apa yang sering dijumpai guru dalam mengelola ruang
kelas?
Mungkin karena ruangannya hanya dibatasi bilik bambu dengan kelas
sebelahnya, jadi terkadang siswa itu suka melirik-lirik kesana, mereka
melihat pelajaran di kelas sebelah sepertinya lebih menarik. Nah kalau
seperti itu saya biasanya bersuara agak keras lagi. supaya mereka bisa
fokus ke pelajaran di kelasnya sendiri.
25. Hambatan apa yang sering dijumpai guru dalam mengelola kondisi
sosial di dalam kelas?
Mungkin yang mereka saling mengejek. Sulit jika diingatkan, mereka juga
paling sering mengejek rafli, karena dia tunanetra. beda sendiri. Saya
sudah mengingatkan. Tapi tetap saja seperti itu.
26. Hambatan apa yang sering dijumpai guru dalam mengelola kegiatan
rutin klas?
Terkadang siswanya yang tidak ada. Biasanya kalau hari sabtu,
kegiatannya dia anggap tidak menarik, dia tidak mau masuk.
107
Appendix V
Transkrip Wawancara
Informan : Yuliati Palupi Asri
Tanggal : 25 Maret 2017
Keterangan : Guru Tematik Terpadu Kelas 3 SDLB Idayu 1
1. Apakah Kelas/sekolah menyediakan fasilitas serta perabot belajar
yang mendukung peserta didik? (bentuknya)
Iya, ada beberapa fasilitas yang memang disediakan sekolah untuk
membantu proses belajar mengajar, misalnya ada lcd proyektor, bola
dunia, kertas lipat, alat-alat mewarnai dan lainnya
2. Apakah guru menyiapkan rancangan proses pembelajaran (RPP)
sebelum mengajar?
Rpp nya disiapkan satu minggu sebelumnya, jadi minggu pertama
pembelajaran, maka rpp nya sudah di buat.
3. Bagaimana guru membimbing dan membina peserta didik dalam
proses pembelajaran ?
Secara lisan, disela sela pembelajaran. apalagi pembelajaran tematik ada
nilai-nilai karakternya. disitu saya menyampaikan kepada peserta didik.
4. Apakah guru selalu menggunakan media pembelajaran dalam proses
pembelajaran?
Iya saya selalu menggunakan media, seperti tadi saya menggunakan vas
bunga, kemarin saya menggunakan peralatan kebersihan. Media yang
biasa saya gunakan itu yang bisa di sentuh, kalau video saya selalu
memperbesar volumenya agar semua siswa bisa memanfaatkan media
dengan sebaik mungkin.
108
5. Apakah ada tempat khusus untuk menyimpan media atau hasil karya
siswa?
Ada, disimpandi dalamlemari kalaumedia. Kalau Karya-karya siswa yang
disimpan di dalam rak diantaranya adalah hasil mewarnai, hiasan mozaik,
hiasan origami dan akuarium mini yang terbuat dari kardus
6. Bagaimana cara guru memimpin kelas saat proses pembelajaran?
Selalu ada apersepsi di awal pembelajaran. Berdoa, lalu membaca 2 surah
pendek, lalu saya berdialog dengan siswa agar siswa fokus dan santai. Jadi
saat membuka pelajaran, mereka sudah siap.
7. Bagaimana sikap guru jika ada siswa yang mampu merespon
pembelajaran dengan baik?
Saya sampaikan ketemannya yang lain. Ayo temannya bisa jawab siapa
lagi yang mau menjawab. Atau saya beri reward, hebat sekali kaka, ayo
tepuk tangan untuk kaka. Seperti itu. Agar yang lain juga aktif.
8. Bagaimana sikap guru jika ada siswa yang membuat keributan saat
proses pembelajaran berlangsung?
Saya tegur, sampai dia bisa fokus lagi ke pembelajaran
9. Bagaimana proses interaksi guru dengan peserta didik saat proses
pembelajaran berlangsung?
Kegiatannya kan ada 5m ya. mengamati, menanya, menalar,
mengkomunikasi, mencoba. saya biasa berinteraksinya lewat kegiatan
kegiatan itu.
10. Tematik integratif sebagai salah satu pendekatan pembelajaran pada
kurikulum 2013 yang mengaitkan beberapa mata pelajaran dalam
sebuah tema, apakah guru membuat tema pembelajaran sendiri?
Tidak, saya ikut dari pemerintah
11. Berapa mata pelajaran yang biasanya digabung dalam sebuah tema?
Untuk kelas 3,itu ada 5 mata pelajaran yang digabung dalam sebuah tema.
bahasa indonesia, pkn, pjok, sbdp dan matematika. dalam 1 pembelajaran
biasanya terdapat 3 mata pelajaran yang digabung. Dan dalam 1 minggu
ada 6 pembelajaran. Khusus sbdp dan pjok ada jamnya tersendiri
109
12. Mengapa 2 pelajaran tersebut dipisah dari pembelajaran tematik
terpadu?
Tidak dipisah, hanya diberi jam lebih. Semua guru kelas sudah
menyepakati di rapat awal tahun ajaran. Bahwa kegiatan yang langsung
berhubungan dengan praktik itu harus ada jam nya tersendiri. jadi ketika di
kelas pembelajaran tematik, itu hanya materi saja. Ketika harus praktik itu
ada jam tersendiri. Hari selasa ada pjok dan kamis ada sbdp dan
ketrampilan
13. Bagaimana cara guru memusatkan proses pembelajaran kepada
peserta didik?
Saya hanya memandu, selebihnya siswa yang beraktivitas, siswa yang
membaca, siswa yang bertanya jawab juga, siswa yang menyampaikan apa
yang diketahuinya terlebih dahulu. Baru saya masuk menambahi, atau
membenarkan jawabannya siswa
14. Apakah ibu selalu memberi motivasi kepada peserta didik ketika
pembelajaran tematik terpadu?
Iya. Saya sampaikan ke temannya yang lain. Ayo temannya bisa jawab
siapa lagi yang mau menjawab. Atau saya beri reward, hebat sekali kaka,
ayo tepuk tangan untuk kaka. Seperti itu. Agar yang lain juga aktif
15. Apakah dengan pendekatan tematik integratif Pembelajaran dapat
memberikan pengalaman secara langsung kepada peserta didik?
Iya, sangat efektif sekali. Apalagi untuk anak-anak abk, mereka senang
sekali jika ada kegiatan-kegiatan yang memberi pengalaman langsung,
misalnya membersihkan kelas, melihat bunga di taman.
16. Apakah pengelolaan kelas saat ini mampu membuat peserta didik
kondusif untuk mengikuti pembelajaran?
Permasalahannya saya kira yang paling signifikan adalah ruang kelas yang
agak sempit dan pembatas antar kelas. Sehingga terkadang butuh tenaga
ekstra untuk memfokuskan kembali siswanya.
110
17. Hambatan apa yang sering dijumpai guru dalam menerapkan
pembelajaran tematik integratif pada siswa kelas 3?
karena bukunya hanya ada satu, Jadi siswa belajarnya ya di sekolah.
Bukunya belum ada di jual di mana-mana. Untuk kelas 3 dan 6, bukunya
baru awal tahun 2017 sampai disini. Pemerintah mengirimkan hard file
nya berupa buku cetak. Tidak ada soft file yang kami terima. Sehingga,
siswa saya dudukkan di hadapan saya semua agar bisa secara bersama-
sama menggunakannya
18. Bagaimana cara anda mengatasi adanya siswa yang memiliki
perbedaan disabilitas dengan peserta didik lainnya?
Rafli memang sengaja saya taruh di sebelah saya. Karena dia tidak dapat
melihat, hanya mendengar saja. Sedangkan yang 3 lainnya saya taruh di
depan saya dan saya suruh bergantian membaca. Seharusnya Rafli
disekolah sdlb A, karena proses belajar mengajarnya jauh berbeda. dia
tidak bisa melihat, hanya mendengar. Jadi saya menempatkan Rafli di
sudut ruangan. Pas di sebelah saya. Sedangkan anak anak di depan saya
111
Appendix VI
Transkrip Wawancara
A. Siswa 1
Informan : Kayla Nabila Putri Isnaini (kayla)
Tanggal : 15 Maret 2017
1. Apakah anda merasa nyaman ketika proses pembelajaran
berlangsung?
Iya senang
2. Apakah guru selalu menggunakan media pembelajaran?
Iya pakai. Kita pernah nonton video pakai itu (red: lcd)
3. Apakah anda bisa menerima pelajaran dengan baik?
Aku bisa
4. Apakah anda pernah merasa bosan ketika proses pembelajaran
berlangsung?
Tidak pernah bosan. Saya suka belajar
5. Apakah anda pernah memiliki keinginan untuk merubah posisi ketika
belajar di kelas?
Tidak mau berubah tempat duduk tapi mau disofa saja. Kursinya empuk
6. Apakah anda selalu melaksanakan piket kebersihan sesuai jadwal
nya?
Aku piketnya senin sama kamis. Aku piket pakai kemoceng bersihin meja
7. Apakah anda memiliki teman dekat di kelas?
Semuanya teman. Mainnya sama lala, ayu, niar. (siswa perempuan kelas 4)
banyak teman
8. Apakah anda pernah berkelahi dengan teman sekelas?
Aku tidak pernah berkelahi
112
B. Siswa 2
Informan : Khalifah Syah At Thala (kaka)
Tanggal : 15 Maret 2017
1. Apakah anda merasa nyaman ketika proses pembelajaran
berlangsung?
Iya
2. Apakah guru selalu menggunakan media pembelajaran?
Iya pakai. Pakai bola dunia.
3. Apakah anda bisa menerima pelajaran dengan baik?
Aku bisa.
4. Apakah anda pernah merasa bosan ketika proses pembelajaran
berlangsung?
Tidak. Saya suka di ajar ibu Yuli. Tidak bosan. Mau belajar terus. Biar
bisa jadi dokter kata mama
5. Apakah anda pernah memiliki keinginan untuk merubah posisi ketika
belajar di kelas?
Tidak. Saya senang duduk di depan
6. Apakah anda selalu melaksanakan piket kebersihan sesuai jadwal
nya?
Aku selalu piket senin sama kamis. Sama kayla.
7. Apakah anda memiliki teman dekat di kelas?
Siapa ya. sama rafli. Aku kemana mana sama rafli
8. Apakah anda pernah berkelahi dengan teman sekelas?
tidak pernah
113
C. Siswa 3
Informan : Rizal
Tanggal : 17 Maret 2017
1. Apakah anda merasa nyaman ketika proses pembelajaran
berlangsung?
Iya
2. Apakah guru selalu menggunakan media pembelajaran?
Iya pakai alat. Aku yang selalu ambil alatnya. Aku yang paling tinggi
3. Apakah anda bisa menerima pelajaran dengan baik?
Bisa.
4. Apakah anda pernah merasa bosan ketika proses pembelajaran
berlangsung?
Tidak. Aku senang
5. Apakah anda pernah memiliki keinginan untuk merubah posisi ketika
belajar di kelas?
Tidak aku penurut
6. Apakah anda selalu melaksanakan piket kebersihan sesuai jadwal
nya?
Setiap hari selasa dan rabu.
7. Apakah anda memiliki teman dekat di kelas?
Semua dekat.
8. Apakah anda pernah berkelahi dengan teman sekelas?
tidak
114
D. Siswa 4
Informan : Rafli Muhammad
Tanggal : 17 Maret 2017
1. Apakah anda merasa nyaman ketika proses pembelajaran
berlangsung?
Iya saya nyaman
2. Apakah guru selalu menggunakan media pembelajaran?
Pakai bola dunia, tadi saya dikasih uang baru. Buat belajar membedakan
3. Apakah anda bisa menerima pelajaran dengan baik?
bisa
4. Apakah anda pernah merasa bosan ketika proses pembelajaran?
Tidak pernah bosan belajar, banyak teman. Ibu Yulinya baik. Sabar
5. Apakah anda pernah memiliki keinginan untuk merubah posisi ketika
belajar di kelas?
tidak
6. Apakah anda selalu melaksanakan piket kebersihan sesuai jadwal
nya?
Aku selalu piket. Hari selasa, rabu.
7. Apakah anda memiliki teman dekat di kelas?
Punya, saya dekat sama kaka. Kaka baik, pintar, saya selalu dituntun kalau
mau turun tangga. Yang lainnya juga selalu bantu kalau saya mau naik ke
kelas. Selalu ada yang bantu. temannya baik
8. Apakah anda pernah berkelahi dengan teman sekelas?
Tidak pernah
9. Apakah teman anda sering mengejek anda?
Iya sering di ejek. Tapi tidak apa-apa bu. rizal Itu bercanda saja
10. Apa anda pernah membalas mengejek mereka?
Ngga pernah. Ngga boleh saling mengejek sama bu yuli.
115
Appendix VII
Transkrip Wawancara
Informan : Anis Damayanti, S.Pd
Tanggal : 11 Maret 2017
Keterangan : Kepala Sekolah SDLB Idayu 1 Malang
1. Berapa jumlah siswa kelas 3 di SDLB idayu 1?
Untuk tahun ajaran 2016/2017 jumlah siswa di kelas 3 ada 4 anak
2. Bagaimana Kondisi fisik siswa kelas 3?
Secara fisik mereka sehat, hanya saja ada 1 anak yang tuna netra
3. Bagaimana kondisi psikis siswa kelas 3?
Mereka punya disabilitas tunagrahita, 3 orang anak. Dan seorang anak
tunanetra
4. Apakah ada rapat tertentu yang membahas tentang pengelolaan
kelas?
Setiap tahun selalu ada rapat khusus yang membahas tentang pengelolaan
kelas. baik dari segi fisik dan organisasionalnya. Dari segi fisik,yaitu
pembagian ruang kelas. Dilihat dari jumlah murid dan ketunaan yang di
alami peserta didik. Kalau dari segi organisasionalnya, meliputi kegiatan
belajar mengajar, kegiatan ekstrakulikuler, kegiatan untuk hari sabtu, ada
banyak.
5. Jika ada, apa saja yang dibahas dalam rapat tersebut?
Dari segi fisik, yaitu pembagian ruang kelas dilihat dari jumlah murid dan
ketunaan yang di alami peserta didik. Jika terdapat siswa tunagrahita
hyper, maka kelas harus berada di dalam ruangan yang bisa dikunci. Agar
pendidik dapat mengontrol peserta didik tersebut. Untuk kelas 3 sendiri,
siswanya ada 4 sehingga, pada tahun ajaran 2016-2017, saya
116
menempatkan kelas 3 di sudut ruangan. Karena ada 1 siswa yang
tunanetra, jadi kelasnya di sudut ruangan. itu paling terang, dekat sama
jendela.
6. Apakah ada pertanda untuk pergantian jam pelajaran?
Disini tidak ada bel. SDLB Idayu kan berada di kompleks, jadi kita
menjaga ketertiban. Ditakutkan juga perhatian siswa akan teralih ketika
mendengar bunyi-bunyian bel
7. Ada berapa mata pelajaran yang membuat siswa harus berganti
ruangan?
Biasanya mata pelajaran SBdP dan PJOK. Dua pelajaran itu tidak
dilakukan di dalam ruang kelas, melainkan di lapangan atau di ruang
kreasi siswa.
8. Apakah ada arahan khusus/ tanda jika peserta didik harus
meninggalkan ruang kelas?
Kalau arahan, itu sejak awal semester pasti setiap guru kelas sudah saya
amanahkan untuk mensosialisasikan mata pelajaran yang akan dipelajari di
semester ini. Biar mereka tahu kapan harus meninggalkan ruang kelas dan
kapan pelajarannya selesai
9. Adakah kegiatan yang rutin dilakukan selain kegiatan belajar
mengajar
Ada, yaitu kegiatan ekstrakulikuler. Kegiatan ekstrakulikuler nya ada
menari, musik, pramuka, olahraga, mewarnai dan keterampilan. Selain
ekstrakulikuler, hari sabtu juga ada kegiatan rutin yaitu outing class.
Outing class itu kita keluar semua siswa dan guru, entah pergi berenang
atau ke taman kota. Hanya saja outing class itu untuk minggu 1 dan 3,
kalau minggu 2 dan 4 kita isi dengan ekstrakulikuler yang lain.
10. Apakah ada guru khusus yang mengajarkan ekstrakulikuler?
Ya ada. Semua ada gurunya khusus. Kebanyakan dari mahasiswa PLB
UM. Khusus untuk menari, hanya guru saja yang di aja yang diajarkan.
Kalau misalnya guru yang di ajarkan, cukup 3-5 pertemuan, tetapi kalau
siswanya, itu membutuhkan banyak pertemuan. Karena kelas yang di ajar
117
dari kelas 1-6. tentu tidak efektif dan membutuhkan banyak biaya.
Sehingga, saya mendatangkan guru dari luar hanya untuk melatih guru.
Nantinya guru kelas yang akan melatih peserta didiknya sendiri-sendiri.
118
Appendix VIII
Transkrip Wawancara
Informan : Anis Damayanti, S.Pd
Tanggal : 17 Maret 2017
Keterangan : Kepala Sekolah SDLB Idayu 1 Malang
1. Setiap hari sabtu ada kegiatan outing class, Apa itu kegiatan outing
class?
Kegiatan outing class itu guru-guru dan siswa kita rekreasi. Keluar
sekolah. Kadang berenang atau ke taman. Dilaksanakan 2 minggu sekali.
Minggu 1 dan 3. anak-anak paling senang kalau outing class
2. Adakah tujuan dari kegiatan outing class?
Itu memang program khusus di sini, tujuannya utamanya untuk
membangun mentalnya anak-anak. Agar terbiasa berinteraksi dengan
orang-orang banyak, tidak harus minder atau ketakutan. Untuk menambah
pengalamannya anak-anak. Juga biar semakin dekat dengan guru nya.
3. Kenapa tidak dilaksanakan setiap minggu?
Anggarannya terbatas. Jadi kita mengupayakan hanya 2 minggu sekali.
Minggu yang ke 2 dan 4 di isi kegiatan ekstrakulikuler yang lain.
4. Mengenai kurikulum, Adakah perbedaan kurikulum untuk sekolah
dasar umum dengan kurikulumyang digunakan SDLB Idayu 1?
Ada, sekolah memakai kurikulum sesuai yang berlaku saat ini, ,yaitu
kurikulum 2013 untuk sekolahdasar luar biasa C atau tunagrahita.
5. Buku pembelajaran tematik yang digunakan saat pembelajaran di
kelas 3 hanya ada 1, apakah sekolah tidak memperbanyak buku
tersebut?
119
Buku tematik untuk kelas 3 dan 6 yang terbaru, tema 6 dan 7 baru saja
dikirim pemerintah bulan januari lalu. Masing masing bukuguru nya 1
eksamplar dan buku siswanya 1 eksamplar. Bukunya belum ada
dijualdimana-mana. Kami hanya mendapatkan hard file nya tidak dengan
soft file. Sulit kalau ingin memperbanyak.
6. Bagaimana dengan di foto copy bukunya?
Kasihan kalau tidak ada warnanya, kalau ada warnanya mereka akan lebih
tertarik untuk belajar.
120
Appendix IX
Suasana pengelolaan fisik dalam pembelajaran
tematik terpadu
Tampak ruang kreasi siswa dari tangga
Majalah dinding siswa Peneliti besarma peserta didik tunanetra
Kondisi sosial siswa saat beristirahat Fasilitas penunjang kegiatan
ekstrakulikuler siswa
121
Lingkungan SDLB Idayu 1 yang jauh dari
kebisingan
Perpustakaan
Peneliti melakukan wawancara dengan kepala
sekolah
122
